HOLMDEL TOWNSHIP PUBLIC SCHOOLS CURRICULUM GUIDE
Introduction to Computer Science
Dr. Robert McGarry Assistant Superintendent Curriculum and Instruction
Mr. Jason Lewis Teacher, Computer Science Holmdel High School 1
Table of Contents
Course Description..........................................................................................................................................................................3 Course Philosophy ..........................................................................................................................................................................4 Course Goals ...................................................................................................................................................................................4 Enduring Understandings: ..............................................................................................................................................................4 Scope and Sequence Unit 1 .....................................................................................................................................................................................5 Unit 2 .....................................................................................................................................................................................7 Unit 3 .....................................................................................................................................................................................9 Unit 4 .....................................................................................................................................................................................11 Unit 5 .....................................................................................................................................................................................13 Unit 6 .....................................................................................................................................................................................15 Unit 7 .....................................................................................................................................................................................17 Unit 8 .....................................................................................................................................................................................19 Unit 9 .....................................................................................................................................................................................21 Unit 10 ...................................................................................................................................................................................23 Unit 11 ...................................................................................................................................................................................25 Unit 12 ...................................................................................................................................................................................27 Required Instructional Resources ...................................................................................................................................................29 Evaluation and Grading ..................................................................................................................................................................29 Common Core Standards - .............................................................................................................................................................30 New Jersey Core Curriculum Content Standards ..........................................................................................................................30 New Jersey Core Curriculum Content Standards – 21st Century Life and Career Skills ...............................................................30 New Jersey Core Curriculum Content Standards – Technology Literacy ......................................................................................30 Scope and Sequence Overview .......................................................................................................................................................31
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PROPOSED COURSE OF STUDY HOLMDEL TOWNSHIP PUBLIC SCHOOLS
Course Title: Introduction to Computer Science Curriculum Area: Computer Science
Length of Course: Full Year
New Course
X
Credits: 5.0
Half Year
Revision of Existing Course
X
Course Pre-Requisites: Honors Geometry (C or better) or Geometry (B or better) or Basic Geometry (A) Course Description: Introduction to Computer Science is a full-year course that provides a complete introduction to the field of Computer Science including extensive knowledge of how to program in the Java programming language. Topics covered include selection and iteration, object-oriented programming and inheritance, data representation including arrays to store and process lists of data items, graphics, I/O processing and file manipulation, and Java applets. The social/ethical implications of computer usage are also addressed. The course is designed to get students programming computers quickly using the Karel programming language to introduce Java syntax and the concepts of sequential programming, abstraction, selection, and iteration. Students then transition to the Java programming language where they are introduced to the concepts of data entry and storage, output, variables and parameters, arithmetic operations, methods, arrays (lists), conditional statements, loop structures, and object-oriented programming techniques. Graphics programming and Java applets are also introduced although the primary focus is on developing object-oriented software solutions using the basic control structures of Java: selection and repetition. Although most of the course is taught in Java, it is believed that introducing students to two different programming languages promotes an understanding of software engineering as a problem solving process rather than simply as an understanding of the syntax of a particular programming language. 3
Course Philosophy: This course is the first in a 2-year sequence designed to provide students with an understanding and proficiency in the field of computer science. The second year course (if completed) culminates with the AP Computer Science A examination. However, the course is taught with the understanding that not all students will necessarily continue on to the second-year course. Graphics programming is also included so that students are able to create GUI (graphical user interface)-based programs and applets that enhance interest and understanding.
Course Goals: To introduce students to a fundamental set of programming topics in an engaging manner. To prepare students for the transition to AP Computer Science.
Enduring Understandings: (List the enduring understandings for each unit.) Unit #1 – Procedural Programming is the basic mechanism that computer programs use to execute a program Unit #2 – Karel Instructions (methods in Java) allow for modular program construction and execution Unit #3 – Selection Statements allow a program to make decisions while the program is executing Unit #4 – Iteration Structures allow a program to repeat a set of action for a constant or variable number of times Unit #5 – The basic purpose of a Java program is to store data in variables, manipulate that data, and provide a reasonable interface to the user of the program Unit #6 – Selection structures allow a program to make decisions while the program is executing Unit #7 – Iterations structures allow a program to repeat a set of actions for a constant or variable number of times Unit #8 – The development of a class in Java localizes functionality and encourages code reuse Unit #9 – Arrays are useful for storing lists of data that can be easily manipulated Unit #10 – Graphical User Interfaces allow access to a library of code for interacting with the user interactively and intuitively Unit #11 – HTML and Applets allow Java program fragments to come to life on web pages Unit #12 – Arrays of objects allow a programmer to create lists of complex objects; inheritance allows many different related objects to exist in the same list
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Scope and Sequence (separate for each unit) This section of the curriculum specifies the course’s units, subtopics, outcome proficiencies and performance assessments. These outcome proficiencies should be indexed to the relevant New Jersey Core Curriculum Content Standards (NJCCCS), the New Jersey Career Education and Consumer, Family, and Life Skills Standards (CECFLS), and the New Jersey Technological Literacy Standards (TL), and should be specific enough to allow uniform interpretation among the teachers who will use this curriculum.
UNIT# 1 : INTRODUCTION TO KAREL Standards: CCCS Mathematics: 4.5.A2, 4.5.A3, 4.5.F6 Workplace Readiness: 8.3.A, 8.4.D, 8.5, 8.6
DURATION: 1.5 Weeks
Enduring Understanding:
Essential Question(s):
Procedural Programming is the basic mechanism that computer programs use to execute a program
How does procedural program execution allow a computer to be reliable and consistent?
EVIDENCE OF STUDENT LEARNING Performance Tasks: Activities to provide evidence for Other Evidence of Mastery (Summative):Student proficiency (for a specific unit or multiple units) is defined for the individual at 80% or better; for student learning of content and cognitive skills. Chapter 1 & 2 Karel Programming Assignments
the class: 80% of the students attain the established minimum standard; an exemplar or rubric should be referenced and included in the Evaluation Section
Chapter 1,2 Test (Karel) KNOWLEDGE AND SKILLS Knowledge: Students will know… Skills: Students will be able to… develop an understanding of the Karel++ robot, it’s write simple programs using the concept of sequential capabilities, and its world programming become familiar with the Karel++ compiler and worlds become familiar with the types of programming errors and appropriate debugging techniques 5
Unit #1 Sequence of Instructional Topics* Topic #1: Introduction to Karel’s World & the Karel Software Simulator -
INSTRUCTIONAL PLAN Resources
Suggested Options for Differentiation
Karel Chapter 1
Programming Assignments should be differentiated according to programming skill and ability level
Karel Chapter 2
Programming Assignments should be differentiated according to programming skill and ability level
Karel Chapter 2
Programming Assignments should be differentiated according to programming skill and ability level
Karel’s World Robot Capabilities Karel Programming Environment Simple Robot Programs
Topic #2: Karel Programming & Syntax -
The five primitive robot commands Sequential programming Multiple robots
Topic #3: Debugging Karel Programs -
Types of errors in Karel programs Karel Chapter 2 programming problem set
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Scope and Sequence (separate for each unit) This section of the curriculum specifies the course’s units, subtopics, outcome proficiencies and performance assessments. These outcome proficiencies should be indexed to the relevant New Jersey Core Curriculum Content Standards (NJCCCS), the New Jersey Career Education and Consumer, Family, and Life Skills Standards (CECFLS), and the New Jersey Technological Literacy Standards (TL), and should be specific enough to allow uniform interpretation among the teachers who will use this curriculum.
UNIT# 2 : MODULAR PROGRAMMING IN KAREL
DURATION: 2.5 Weeks
Standards: CCCS Mathematics: 4.5.A2, 4.5.A3, 4.5.F6 Workplace Readiness: 8.3.A, 8.4.D, 8.5, 8.6 Enduring Understanding:
Essential Question(s):
Karel Instructions (methods in Java) allow for modular program construction and execution
What is the importance of being able to define new instructions (methods) in a programming language?
EVIDENCE OF STUDENT LEARNING Performance Tasks: Activities to provide evidence for Other Evidence of Mastery (Summative):Student proficiency (for a specific unit or multiple units) is defined for the individual at 80% or better; for student learning of content and cognitive skills. Chapter 3 Karel Programming Assignments
the class: 80% of the students attain the established minimum standard; an exemplar or rubric should be referenced and included in the Evaluation Section
Chapter 3 Test (Karel) KNOWLEDGE AND SKILLS Knowledge: Students will know… Skills: Students will be able to… understand the concept of object-oriented design define new classes of robots how to use the process of stepwise refinement to plan, define new instructions for robots implement, and analyze robot programs understand the importance of using instructions to help with avoiding errors, keeping programs understandable, and aiding future modifications 7
Unit #2 Sequence of Instructional Topics* Topic #1: Defining New Classes of Robots -
INSTRUCTIONAL PLAN Resources
Suggested Options for Differentiation
Karel Chapter 3
Programming Assignments should be differentiated according to programming skill and ability level
Karel Chapter 3
Programming Assignments should be differentiated according to programming skill and ability level
Karel Chapter 3
Programming Assignments should be differentiated according to programming skill and ability level
Karel Chapter 3
Programming Assignments should be differentiated according to programming skill and ability level
Karel class definitions Karel instruction definitions
Topic #2: Writing Robot Instructions -
Creating new commands void return type complex instructions
Topic #3: Stepwise Refinement in Writing and Designing Programs -
planning a programming strategy stair programs
Topic #4: Debugging Programs with Instructions -
creating instructions to complete the Chapter 3 programming problems
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Scope and Sequence (separate for each unit) This section of the curriculum specifies the course’s units, subtopics, outcome proficiencies and performance assessments. These outcome proficiencies should be indexed to the relevant New Jersey Core Curriculum Content Standards (NJCCCS), the New Jersey Career Education and Consumer, Family, and Life Skills Standards (CECFLS), and the New Jersey Technological Literacy Standards (TL), and should be specific enough to allow uniform interpretation among the teachers who will use this curriculum.
UNIT# 3 : SELECTION STRUCTURES IN KAREL
DURATION: 3 Weeks
Standards: CCCS Mathematics: 4.5.A2, 4.5.A3, 4.5.F6 Workplace Readiness: 8.3.A, 8.4.D, 8.5, 8.6 Enduring Understanding:
Essential Question(s):
Selection Structures allow a program to make decisions while the program is executing.
What is the importance of being able to use a selection structure in a programming language to make runtime decisions?
EVIDENCE OF STUDENT LEARNING Performance Tasks: Activities to provide evidence for Other Evidence of Mastery (Summative):Student proficiency (for a specific unit or multiple units) is defined for the individual at 80% or better; for student learning of content and cognitive skills. Chapter 4 Karel Programming Assignments
the class: 80% of the students attain the established minimum standard; an exemplar or rubric should be referenced and included in the Evaluation Section
Chapter 4 Test (Karel) KNOWLEDGE AND SKILLS Knowledge: Students will know… Skills: Students will be able to… how to use transformations to simplify complex use the IF instruction to allow the robot to make decisions expressions involving IF and IF/ELSE statements use Boolean tests in IF instructions use the IF/ELSE instruction to make branching decisions use nested IF instructions for complex tests 9
Unit #3 Sequence of Instructional Topics* Topic #1: Using selection statements to make decisions in Karel programs
INSTRUCTIONAL PLAN Resources
Suggested Options for Differentiation
Karel Chapter 4
Programming Assignments should be differentiated according to programming skill and ability level
Karel Chapter 4
Programming Assignments should be differentiated according to programming skill and ability level
Karel Chapter 4
Programming Assignments should be differentiated according to programming skill and ability level
Karel Chapter 4
Programming Assignments should be differentiated according to programming skill and ability level
Topic #2: Writing new Karel tests (predicates)
Topic #3: Using Nested IF statements
Topic #4: Transformations for simplifying code
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Scope and Sequence (separate for each unit) This section of the curriculum specifies the course’s units, subtopics, outcome proficiencies and performance assessments. These outcome proficiencies should be indexed to the relevant New Jersey Core Curriculum Content Standards (NJCCCS), the New Jersey Career Education and Consumer, Family, and Life Skills Standards (CECFLS), and the New Jersey Technological Literacy Standards (TL), and should be specific enough to allow uniform interpretation among the teachers who will use this curriculum.
UNIT# 4 : ITERATION STRUCTURES IN KAREL Standards:
DURATION: 4 Weeks
CCCS Mathematics: 4.5.A2, 4.5.A3, 4.5.F6 Workplace Readiness: 8.3.A, 8.4.D, 8.5, 8.6 Enduring Understanding:
Essential Question(s):
Iteration Structures allow a program to repeat a set of action for a constant or variable number of times
What is the importance of being able to use a repetition structure in a programming language to allow blocks of code to repeat?
EVIDENCE OF STUDENT LEARNING Performance Tasks: Activities to provide evidence for Other Evidence of Mastery (Summative):Student proficiency (for a specific unit or multiple units) is defined for the individual at 80% or better; for student learning of content and cognitive skills. Chapter 5 Karel Programming Assignments
the class: 80% of the students attain the established minimum standard; an exemplar or rubric should be referenced and included in the Evaluation Section
Chapter 5 Test (Karel) KNOWLEDGE AND SKILLS Knowledge: Students will know… Skills: Students will be able to… how to build programs that use repetition and selection use the LOOP instruction to make statements repeat (iteration) to accomplish complex tasks use the WHILE instruction to implement conditional looping how to use nested WHILE loops use nested WHILE loops in Karel programs the equivalence of tail recursion and looping use loop statements and selection statements to perform complex robot tasks use recursion to solve robot tasks (Optional) 11
Unit #4 Sequence of Instructional Topics* Topic #1: LOOP Instruction WHILE Instruction
INSTRUCTIONAL PLAN Resources
Suggested Options for Differentiation
Karel Chapter 5
Programming Assignments should be differentiated according to programming skill and ability level
Karel Chapter 5
Programming Assignments should be differentiated according to programming skill and ability level
Karel Chapter 6
Programming Assignments should be differentiated according to programming skill and ability level
Topic #2: Nested Loops Advanced Problem Solving in Karel
Topic #3: Recursive Solutions to Karel++ Programming Problems (Optional)
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Scope and Sequence (separate for each unit) This section of the curriculum specifies the course’s units, subtopics, outcome proficiencies and performance assessments. These outcome proficiencies should be indexed to the relevant New Jersey Core Curriculum Content Standards (NJCCCS), the New Jersey Career Education and Consumer, Family, and Life Skills Standards (CECFLS), and the New Jersey Technological Literacy Standards (TL), and should be specific enough to allow uniform interpretation among the teachers who will use this curriculum.
UNIT# 5 : JAVA SYNTAX AND PROGRAMMING BASICS Standards: CCCS Mathematics: 4.5.A2, 4.5.A3, 4.5.F6 Workplace Readiness: 8.3.A, 8.4.D, 8.5, 8.6 Enduring Understanding: The basic purpose of a Java program is to store data in variables, manipulate that data, and provide a reasonable user interface to the user of the program.
DURATION: 4 Weeks
Essential Question(s): How does a software engineer use a computer program to get a computer to perform a task? How is information stored and manipulated inside the computer by an executing program?
EVIDENCE OF STUDENT LEARNING Performance Tasks: Activities to provide evidence for Other Evidence of Mastery (Summative):Student proficiency (for a specific unit or multiple units) is defined for the individual at 80% or better; for student learning of content and cognitive skills. Intro Unit: Interactive Computational Programming Chapter 1-3 Exercises & Projects
the class: 80% of the students attain the established minimum standard; an exemplar or rubric should be referenced and included in the Evaluation Section
Chapter 1-3 Test
KNOWLEDGE AND SKILLS Knowledge: Students will know… Skills: Students will be able to… the development of the modern computer program and compile simple interactive Java programs that use the basic operators of Java the basics of computer architecture and data storage use debugging techniques to identify errors in Java programs the fundamentals of the Java compiling process use arithmetic operators, literals and variables, and input/output how data is stored and used by an executing program (both text-based and graphics based) in Java programming 13
Unit #5 Sequence of Instructional Topics* Topic #1: Introduction to Computers -
History of computers Hardware and Software Binary & Hexadecimal Basics Programming Languages
INSTRUCTIONAL PLAN Resources
Suggested Options for Differentiation
Fundametals of Java: 1.1-1.5
Programming Assignments should be differentiated according to programming skill and ability level
Fundamentals of Java: 2.1-2.6
Programming Assignments should be differentiated according to programming skill and ability level
Fundamentals of Java: 3.1-3.6
Programming Assignments should be differentiated according to programming skill and ability level
Fundamentals of Java: 1.6, 2.7, 3.7
Programming Assignments should be differentiated according to programming skill and ability level
Topic #2: First Java Programs -
JVM & Byte Codes User Interface Style HelloWorld programs Software JDK Basics Intro Unit: Output Formatting
Topic #3: Syntax & Debugging -
JVM & Byte Codes Terminal I/O Comments, Errors, and Debugging Intro Unit: Interactive Computation Programs
Topic #4: OOP, Graphics & GUI -
Intro to OOP (Object-Oriented Programming) concepts Graphics and GUIS Windows & Panels Drawing Shapes and Text
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Scope and Sequence (separate for each unit) This section of the curriculum specifies the course’s units, subtopics, outcome proficiencies and performance assessments. These outcome proficiencies should be indexed to the relevant New Jersey Core Curriculum Content Standards (NJCCCS), the New Jersey Career Education and Consumer, Family, and Life Skills Standards (CECFLS), and the New Jersey Technological Literacy Standards (TL), and should be specific enough to allow uniform interpretation among the teachers who will use this curriculum. DURATION: 3 weeks UNIT# 6 : COMPOUND OPERATORS, MATH METHODS, CONTROL STATEMENTS: SELECTION (IF)
Standards: CCCS Mathematics: 4.5.A2, 4.5.A3, 4.5.F6 Workplace Readiness: 8.3.A, 8.4.D, 8.5, 8.6 Enduring Understanding: Selection structures allow a program to make decisions while the program is executing
Essential Question(s):
What is the importance of being able to use a selection structure in a programming language to make runtime decisions? EVIDENCE OF STUDENT LEARNING Performance Tasks: Activities to provide evidence for Other Evidence of Mastery (Summative):Student proficiency (for a specific unit or multiple units) is defined for the individual at 80% or better; for student learning of content and cognitive skills. the class: 80% of the students attain the established minimum standard; an exemplar or rubric should be referenced and included in the Evaluation Section
Intro Unit: Selection Statement Programs Chapter 4 & 7 Exercises & Projects
Knowledge: Students will know…
Test: 4.1-4.4, 7.1-7.4 KNOWLEDGE AND SKILLS Skills: Students will be able to…
The compound operators and Math library methods when to use appropriate selections structures in Java programs how true and false are represented in Java relational and logical operators in Java
use the increment and decrement operators use standard Math methods write Java programs that use if and if-else to make decisions use the relational and logical operators of Java use nested if to make complex decisions use short-circuit and DeMorgan’s laws in boolean expressions
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Unit #6 Sequence of Instructional Topics* Topic #1: Compound Operators and Math Methods - Extended Assignment (Compound) Operators - Incrementing and Decrementing - Math class methods (see Table 4-1)
INSTRUCTIONAL PLAN Resources
Suggested Options for Differentiation
Fundamentals of Java: 4.1, 4.2
Programming Assignments should be differentiated according to programming skill and ability level
if statement Fundamentals of Java: 4.3, 4.4 if-else statement dropping braces for single statements - boolean expression basics - relational operators Topic #3: Advanced Boolean Expressions - logical operators (and, or, and not) Fundamentals of Java: 7.1, 7.2 - truth tables and operator precedence - short-circuit evaluation - DeMorgan’s laws - object equality (using Strings) Topic #4: Advanced Selection Statements
Programming Assignments should be differentiated according to programming skill and ability level
Topic #2: Selection Statement Basics -
-
nested if compound, or multiway, if (if-else if-else) nested if complex decision-making in Java programming
Fundamentals of Java: 7.3, 7.4
Programming Assignments should be differentiated according to programming skill and ability level
Programming Assignments should be differentiated according to programming skill and ability level
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Scope and Sequence (separate for each unit) This section of the curriculum specifies the course’s units, subtopics, outcome proficiencies and performance assessments. These outcome proficiencies should be indexed to the relevant New Jersey Core Curriculum Content Standards (NJCCCS), the New Jersey Career Education and Consumer, Family, and Life Skills Standards (CECFLS), and the New Jersey Technological Literacy Standards (TL), and should be specific enough to allow uniform interpretation among the teachers who will use this curriculum.
UNIT# 7 : CONTROL STATEMENTS: REPETITION (LOOPS) Standards:
DURATION: 3 Weeks
CCCS Mathematics: 4.5.A2, 4.5.A3, 4.5.F6 Workplace Readiness: 8.3.A, 8.4.D, 8.5, 8.6 Enduring Understanding:
Essential Question(s):
Iteration Structures allow a program to repeat a set of actions for a constant or variable number of times
What is the importance of being able to use a repetition structure in a programming language to allow blocks of code to repeat?
EVIDENCE OF STUDENT LEARNING Performance Tasks: Activities to provide evidence for Other Evidence of Mastery (Summative):Student proficiency (for a specific unit or multiple units) is defined for the individual at 80% or better; for student learning of content and cognitive skills. Intro Unit: Loop Programs Chapter 4 & 7 Exercises & Projects
the class: 80% of the students attain the established minimum standard; an exemplar or rubric should be referenced and included in the Evaluation Section
Test: 4.5-4.9, 7.5
KNOWLEDGE AND SKILLS Knowledge: Students will know… Skills: Students will be able to… the importance of loops in programs write programs that use for loops and while loops to repeat a set of instructions when to use appropriate iteration statements in Java programs detect and correct common errors involving loops how to combine selection statements and iteration write programs that use nested loops statements together to create powerful Java programs 17
Unit #7 Sequence of Instructional Topics* Topic #1: The while statement - count-controlled loops - tracing variables - looping examples - Intro Unit: simple loops Topic #2: The for statement -
counter initialization, testing, and updating - for syntax - count-controlled input - choosing a while or for loop Topic #3: Advanced Looping -
nested control and break sentinel-controlled input loops with text files errors in loops
INSTRUCTIONAL PLAN Resources
Suggested Options for Differentiation
Fundamentals of Java: 4.5
Programming Assignments should be differentiated according to programming skill and ability level
Fundamentals of Java: 4.6
Programming Assignments should be differentiated according to programming skill and ability level
Fundamentals of Java: 4.7-4.9
Programming Assignments should be differentiated according to programming skill and ability level
Fundamentals of Java: 7.5
Programming Assignments should be differentiated according to programming skill and ability level
Topic #4: Nested Loops -
simple examples of nested loops Intro Unit: outputting tables of data & star programs
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Scope and Sequence (separate for each unit) This section of the curriculum specifies the course’s units, subtopics, outcome proficiencies and performance assessments. These outcome proficiencies should be indexed to the relevant New Jersey Core Curriculum Content Standards (NJCCCS), the New Jersey Career Education and Consumer, Family, and Life Skills Standards (CECFLS), and the New Jersey Technological Literacy Standards (TL), and should be specific enough to allow uniform interpretation among the teachers who will use this curriculum. DURATION: 3 Weeks UNIT# 8: DEFINING CLASSES AND OBJECTS (OBJECTORIENTED PROGRAMMING)
Standards: CCCS Mathematics: 4.5.A2, 4.5.A3, 4.5.F6 Workplace Readiness: 8.3.A, 8.4.D, 8.5, 8.6 Enduring Understanding:
Essential Question(s):
The development of a class in Java localizes functionality How does object-oriented programming maximize code development and encourages code reuse productivity? EVIDENCE OF STUDENT LEARNING Performance Tasks: Activities to provide evidence for Other Evidence of Mastery (Summative):Student proficiency (for a specific unit or multiple units) is defined for the individual at 80% or better; for student learning of content and cognitive skills. the class: 80% of the students attain the established minimum standard; an exemplar or rubric should be referenced and included in the Evaluation Section
Intro Unit: Writing class definition Chapter 6 Exercises
Knowledge: Students will know…
Test: 6.1-6.5 KNOWLEDGE AND SKILLS Skills: Students will be able to…
how to create robust programs that incorporate objectoriented programming techniques in sophisticated ways the types of methods and parameter passing the need for private and public class members issues of scope of variables in Java programs
organize and create a complete Java class develop the fields and methods for a class write appropriate mutator methods, accessor methods, and constructors for a class use instance variables, local variables, and parameters appropriately 19
Unit #8 Sequence of Instructional Topics* Topic #1: The Internal Structure of Classes and Objects - fields, constructors, and methods - Intro Unit: Circle, Rectangle - client code Topic #2: Student Class Sample Code - Intro Unit: Student - The book’s Student class - Objects and assignment - Primitives, references, and null - Class structure - Multiple constructors Topic #3: Structure and Behavior of Methods - Structure of a method definition - Return statements - Formal and actual parameters - Instance variables (fields) and local variables Topic #4: Scope and Lifetime of Variables - Scope of instance and local variables - Appropriate uses of instance variables, parameters, and local variables
INSTRUCTIONAL PLAN Resources
Suggested Options for Differentiation
Fundamentals of Java: 6.1
Programming Assignments should be differentiated according to programming skill and ability level
Fundamentals of Java: 6.2, 6.3
Programming Assignments should be differentiated according to programming skill and ability level
Fundamentals of Java: 6.4
Programming Assignments should be differentiated according to programming skill and ability level
Fundamentals of Java: 6.5
Programming Assignments should be differentiated according to programming skill and ability level
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Scope and Sequence (separate for each unit) This section of the curriculum specifies the course’s units, subtopics, outcome proficiencies and performance assessments. These outcome proficiencies should be indexed to the relevant New Jersey Core Curriculum Content Standards (NJCCCS), the New Jersey Career Education and Consumer, Family, and Life Skills Standards (CECFLS), and the New Jersey Technological Literacy Standards (TL), and should be specific enough to allow uniform interpretation among the teachers who will use this curriculum.
UNIT# 9 : INTRODUCTION TO ARRAYS Standards: CCCS Mathematics: 4.5.A2, 4.5.A3, 4.5.F6 Workplace Readiness: 8.3.A, 8.4.D, 8.5, 8.6
DURATION: 3 Weeks
Enduring Understanding:
Essential Question(s):
Arrays are useful for storing lists of data that can be easily manipulated
What are the advantages of storing collections of data in an array? Which is the best data structure for a given programming situation?
EVIDENCE OF STUDENT LEARNING Performance Tasks: Activities to provide evidence for Other Evidence of Mastery (Summative):Student proficiency (for a specific unit or multiple units) is defined for the individual at 80% or better; for student learning of content and cognitive skills. the class: 80% of the students attain the established minimum standard; an exemplar or rubric should be referenced and included in the Evaluation Section
Intro Unit: Manipulating Arrays Chapter 10 Exercises
Knowledge: Students will know…
Test: 10.1-10.5 KNOWLEDGE AND SKILLS Skills: Students will be able to…
Reference to NJCCCS (Section 6), CECFLS (Section 7), TL (Section 8) for this unit.
Reference to NJCCCS (Section 6), CECFLS (Section 7), TL (Section 8) for this unit.
why arrays are needed to store lists of data the limitations of arrays (fixed size) how to use an array with a counter variable
write programs that handle collections of similar items declare array variables and instantiate array objects manipulate arrays with loops write methods to manipulate arrays
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Unit #9 Sequence of Instructional Topics* Topic #1: Simple Array Manipulations - declaring arrays - indexes and subscripts - accessing array elements - out of bounds exceptions Topic #2: Looping Through Arrays -
counting and summation determining presence or absence working with arrays of any size accessing an array’s length
INSTRUCTIONAL PLAN Resources
Suggested Options for Differentiation
Fundamentals of Java: 10.1, 10.2
Programming Assignments should be differentiated according to programming skill and ability level
Fundamentals of Java: 10.3
Programming Assignments should be differentiated according to programming skill and ability level
Fundamentals of Java: 10.4
Programming Assignments should be differentiated according to programming skill and ability level
Fundamentals of Java: 10.5
Programming Assignments should be differentiated according to programming skill and ability level
Topic #3: Declaring Arrays -
declaring array references array reference assignment passing arrays to methods
Topic #4: Working with Arrays That Are Not Full -
using an array counter adding and removing array elements arrays and text files
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Scope and Sequence (separate for each unit) This section of the curriculum specifies the course’s units, subtopics, outcome proficiencies and performance assessments. These outcome proficiencies should be indexed to the relevant New Jersey Core Curriculum Content Standards (NJCCCS), the New Jersey Career Education and Consumer, Family, and Life Skills Standards (CECFLS), and the New Jersey Technological Literacy Standards (TL), and should be specific enough to allow uniform interpretation among the teachers who will use this curriculum.
UNIT# 10 : GRAPHICS AND GRAPHICAL USER INTERFACES (GUIS) Standards: CCCS Mathematics: 4.5.A2, 4.5.A3, 4.5.F6 Workplace Readiness: 8.3.A, 8.4.D, 8.5, 8.6
DURATION: 3 Weeks
Enduring Understanding:
Essential Question(s):
Graphical User Interfaces allow access to a library of code for interacting with the user interactively and intuitively
How do Graphical User Interfaces allow for a standardized environment for the user and minimize code development efforts for the programmer? EVIDENCE OF STUDENT LEARNING Performance Tasks: Activities to provide evidence for Other Evidence of Mastery (Summative):Student proficiency (for a specific unit or multiple units) is defined for the individual at 80% or better; for student learning of content and cognitive skills. the class: 80% of the students attain the established minimum standard; an exemplar or rubric should be referenced and included in the Evaluation Section
Chapter 4, 6, 7, and 8 Exercises & Projects
Graphics Test Knowledge: Students will know…
KNOWLEDGE AND SKILLS Skills: Students will be able to…
Reference to NJCCCS (Section 6), CECFLS (Section 7), TL (Section 8) for this unit.
Reference to NJCCCS (Section 6), CECFLS (Section 7), TL (Section 8) for this unit.
How dialog boxes, images, mouse events, timers, animations combine to create a graphical user interface
Create programs that use graphical user interface items to create a Windows-based user experience
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Unit #10 Sequence of Instructional Topics* Topic #1: Dialog Boxes - Creating and using dialog boxes
Topic #2: Images and Mouse Events - Creating images - Responding to mouse events Topic #3: Timers and Animations - Creating animations - Creating and responding to Timers
INSTRUCTIONAL PLAN Resources
Suggested Options for Differentiation
Fundamentals of Java: 4.10
Programming Assignments should be differentiated according to programming skill and ability level
Fundamentals of Java: 6.6
Programming Assignments should be differentiated according to programming skill and ability level
Fundamentals of Java: 7.9
Programming Assignments should be differentiated according to programming skill and ability level
Fundamentals of Java: 8.6
Programming Assignments should be differentiated according to programming skill and ability level
Topic #4: GUI Code Example -
Model/view/controller pattern Temperature conversion program final version
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Scope and Sequence (separate for each unit) This section of the curriculum specifies the course’s units, subtopics, outcome proficiencies and performance assessments. These outcome proficiencies should be indexed to the relevant New Jersey Core Curriculum Content Standards (NJCCCS), the New Jersey Career Education and Consumer, Family, and Life Skills Standards (CECFLS), and the New Jersey Technological Literacy Standards (TL), and should be specific enough to allow uniform interpretation among the teachers who will use this curriculum.
UNIT# 11 : INTRO TO HTML & APPLETS Standards: CCCS Mathematics: 4.5.A2, 4.5.A3, 4.5.F6 Workplace Readiness: 8.3.A, 8.4.D, 8.5, 8.6
DURATION: 2 Weeks
Enduring Understanding: HTML and Applets allow Java program fragments to come to life on web pages
Essential Question(s): How can applets be embedded into web pages to allow Java functionality in a web-based environment?
EVIDENCE OF STUDENT LEARNING Performance Tasks: Activities to provide evidence for Other Evidence of Mastery (Summative):Student proficiency (for a specific unit or multiple units) is defined for the individual at 80% or better; for student learning of content and cognitive skills. the class: 80% of the students attain the established minimum standard; an exemplar or rubric should be referenced and included in the Evaluation Section
Chapter 9 Exercises and Projects
Ch 9 Test
Knowledge: Students will know…
KNOWLEDGE AND SKILLS Skills: Students will be able to…
Reference to NJCCCS (Section 6), CECFLS (Section 7), TL (Section 8) for this unit.
Reference to NJCCCS (Section 6), CECFLS (Section 7), TL (Section 8) for this unit.
Describe the basic features of hypertext, hypermedia, and the world wide web List the constraints on applets that distinguish them from Java applications
Use basic HTML markup tags to embed text and images Convert a Java application to an applet and embed the applet in a web page
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Unit #11 Sequence of Instructional Topics* Topic #1: HTML Programming -
Hypertext and the World Wide Web HTML text and image elements
INSTRUCTIONAL PLAN Resources
Suggested Options for Differentiation
Fundamentals of Java: 9.1-9.6
Programming Assignments should be differentiated according to programming skill and ability level
Fundamentals of Java: 9.7-9.9
Programming Assignments should be differentiated according to programming skill and ability level
Topic #2: Applets and Web Pages -
Converting Java applications to applets Embedding applets in web pages
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Scope and Sequence (separate for each unit) This section of the curriculum specifies the course’s units, subtopics, outcome proficiencies and performance assessments. These outcome proficiencies should be indexed to the relevant New Jersey Core Curriculum Content Standards (NJCCCS), the New Jersey Career Education and Consumer, Family, and Life Skills Standards (CECFLS), and the New Jersey Technological Literacy Standards (TL), and should be specific enough to allow uniform interpretation among the teachers who will use this curriculum. DURATION: 3 Weeks UNIT# 12 : OBJECTS & ARRAYS, INHERITANCE
Standards: CCCS Mathematics: 4.5.A2, 4.5.A3, 4.5.F6 Workplace Readiness: 8.3.A, 8.4.D, 8.5, 8.6 Enduring Understanding:
Essential Question(s):
Arrays of objects allow a programmer to create lists of complex objects; inheritance allows many different related objects to exist in the same list
How do arrays of objects and inheritance combine to allow for sophisticated collections of similar objects?
EVIDENCE OF STUDENT LEARNING Performance Tasks: Activities to provide evidence for Other Evidence of Mastery (Summative):Student proficiency (for a specific unit or multiple units) is defined for the individual at 80% or better; for student learning of content and cognitive skills. the class: 80% of the students attain the established minimum standard; an exemplar or rubric should be referenced and included in the Evaluation Section
Chapter 10 Exercises & Projects
Test: 10.7-10.9, 11.5, 11.6 Knowledge: Students will know…
KNOWLEDGE AND SKILLS Skills: Students will be able to…
Reference to NJCCCS (Section 6), CECFLS (Section 7), TL (Section 8) for this unit.
Reference to NJCCCS (Section 6), CECFLS (Section 7), TL (Section 8) for this unit.
How OOP and arrays can be used together to create lists of objects How to use inheritance to extend the functionality of a class
Use the enhanced for loop (for-each) Pass arrays to methods as parameters and return arrays from methods Maintain and manipulate an array of objects Use inheritance to extend classes 27
Unit #12 Sequence of Instructional Topics* Topic #1: The Enhanced For Loop - Using the enhanced for loop to control arrays
Topic #2: Using Arrays with Methods and Objects - Passing arrays to methods - Array return type - Arrays of objects Topic #3: Inheritance - Extending a class - Inheritance hierarchies
Topic #4: Advanced Uses of Arrays of Objects - Polymorphism - Casting - Arrays of the Object class
INSTRUCTIONAL PLAN Resources
Suggested Options for Differentiation
Fundamentals of Java: 10.7
Programming Assignments should be differentiated according to programming skill and ability level
Fundamentals of Java: 10.8, 10.9
Programming Assignments should be differentiated according to programming skill and ability level
Fundamentals of Java: 11.5
Programming Assignments should be differentiated according to programming skill and ability level
Fundamentals of Java: 11.6
Programming Assignments should be differentiated according to programming skill and ability level
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Required Instructional Resources Please list textbooks, supplemental readings, field study, software, equipment, and materials that are required for instruction, student learning activities, and special needs students (BSI, ESL, IEP, highly able). Karel++: A Gentle Introduction to the Art of Object-Oriented Programming Fundamentals of Java: AP Computer Science Essentials, 4th Edition An integrated development environment for Java (Eclipse, JCreator, etc.)
Evaluation and Grading Identify criteria for the evaluation of student performance for the course of study (i.e., completion of specific activities, levels of skill proficiency, participation, performance or product); include exemplars, rubrics, performance checklists, etc. The marking period grade will be determined as follows: 50% Tests, Quizzes 50% Programming Assignments, Homework
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New Jersey Core Curriculum Content Standards Hyperlinks (click on one of the following subjects) 21st Century Life and Careers
Science
English Language Arts
Social Studies
Health and Physical Education
Technology
Literacy in History/Social Studies, Science, & Technical Subjects
Visual and Performing Arts
Mathematics
World Languages
Web Addresses (copy and paste an address below) 21st Century Life and Careers English Language Arts Health and Physical Education Literacy in History/Social Studies, Science, & Technical Subjects
http://www.state.nj.us/education/cccs/2014/career/ http://www.corestandards.org/ELA-Literacy/ http://www.state.nj.us/education/cccs/2014/chpe/ http://www.corestandards.org/ELA-Literacy/
Mathematics Science Social Studies Technology Visual and Performing Arts World Languages
http://www.corestandards.org/Math/ http://www.nextgenscience.org/next-generation-science-standards http://www.state.nj.us/education/cccs/2014/ss/ http://www.state.nj.us/education/cccs/2014/tech/ http://www.state.nj.us/education/cccs/2014/arts/ http://www.state.nj.us/education/cccs/2014/wl/
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Scope and Sequence and Suggested Timeline:
1
2
Introduction to Karel (Karel Ch 1, 2) 10
3
11
12
20
13
29 Graphics & GUIs (4.10, 6.6, 7.9, 8.6)
6
21
30
22
7
14
15
23
32
Intro to HTML & Applets (Ch 9)
9
Iteration Structures In Karel (Karel Ch 5) 16
17
18
Compound Operators, Math methods, and Control Statements: Selection (4.1-4.4, 7.1-7.4) 24
25
Defining Classes and Objects, ObjectOriented Programming (6.1-6.4) 31
8
Selection Structures In Karel (Karel Ch 4)
Intro to Java Syntax, String Methods, and Intro to Graphics (Intro Unit, Chapters 1-3)
Control Statements: Repetition (Loops) & Advanced String Methods (4.5-4.9, 7.5, 7.8) 28
5
Modular Programming in Karel (Karel Ch 3)
Iteration Structures in Karel (Karel Ch 5) 19
4
33
26 Introduction to Arrays (10.1-10.5)
34
35
Objects & Arrays, Inheritance (10.7-10.9, 11.5, 11.6)
Submitted by: Jason S. Lewis
27
36 Finals
Date: June 24, 2015
Board of Education Curriculum and Instruction Committee:
Approved
Date: August 19, 2015
Board of Education:
Approved
Date: August 26, 2015 31
