GOAL: Before you leave today you will know how to get into TouchDevelop and you will get a taste of coding!

Objectives

You  will be able to:

  • Follow a TouchDevelop tutorial
  • Explain the rules, goals, and structure of the Jetpack Jumper Complete game
  1. Brainstorm definitions for “computer program” (5 min)
    1. With a partner work together to write definitions for what you believe the phrase “computer program” means.
  2. YOU CAN USE THIS VIDEO TO HELP YOU DO #1-4 BELOW:
    1. Go to www.touchdevelop.com & establish an account using your SCHOOL email address
    2. Go to settings for your account and do the following:
      1. Use a NICKNAME, not your real name
      2. Make sure your account is PRIVATE
      3. NO PICTURE for your profile picture
      4. Provide your NAME and EMAIL ONLY!!! LEAVE EVERYTHING ELSE BLANK!!
    3. Go to the HUB–be sure the SKILL LEVEL is set to CODER
    4. Do the roll the dice game
      1. Play it
      2. Look at the script/code
      3. Change the code & play it again
  3. WATCH THIS VIDEO TO HELP YOU GET INTO:
    1. Tutorial: Coding Jetpack Jumper (25 min): http://aka.ms/StartCoding
  4. Analyze Jetpack Jumper Complete game flow (15 min) : http://aka.ms/JetpackComplete–Describe the rules, goals, and structure of the Jetpack Jumper Complete game
    1. In pairs, take turns playing the Jetpack Jumper Complete game and observing your partners play. While playing and observing you should think about the rules, goals, and structure of the game.
    2. After 7-8 minutes, stop the play.
    3. Work with your partner to create a list of the steps and processes you experienced and observed in the game.
  5. SHARE YOUR JOURNAL WITH ME: Journal entry: Revisit definitions for “computer program” (5 min)
    1. What did you learn in this tutorial?
    2. What was the most interesting or fun part?
    3. Did you have any problems? How did you solve them?
    4. What else would you like to learn how to do in TouchDevelop?
  6. If time permits:
    1. Customize your Jetpack Jumper game.
      1. Video-on-demand instructions for customizing the Jetpack Jumper Complete game at: http://aka.ms/Intro2Code (go to module 3 – Customize Jetpack Jumper)
      2. Online documentation for how to customize the Jetpack Jumper Complete game at: http://aka.ms/How2Customize
    2. Watch video interviews with software developers on the importance and value of learning programming: http://aka.ms/Intro2Code (go to module 4 – Real Reelz)

WATCH THIS VIDEO–Xbox Programmer

– Surveying the Landscape

Instructional Day: Unit 1, Lesson 2

Topic Description

In this lesson, you become familiar with TouchDevelop and work to define “computer program.”

Objectives

You will be able to:

  • Explain the concept of a “computer program”
  • Describe the structure and goals of this course
  • Sign in to your TouchDevelop accounts
  • Find scripts in your TouchDevelop accounts

Teaching/Learning Strategies

  1. Review rules, goals, and structure of Jetpack Jumper Complete game (5 min)
  2. What are the commonalities and important differences in your list from last class for the rules, goals, and structure of the Jetpack Jumper Complete?
  3. Sign in to TouchDevelop–Go to http://www.touchdevelop.com/.
  4. Select sign in.
  5. Sign in with your Google account.
  6. Select Launch TouchDevelop. (You may need to select sign in again, but will not need to provide username/password information.)
  7. Examine the code for the Jetpack Jumper Complete game (18 min)
    1. In pairs, go to http://aka.ms/JetpackComplete.
    2. Select edit in TouchDevelop on that page.
    3. You may need to select Jetpack Jumper Complete from the list before choosing to edit.
    4. Get the Jetpack Jumper Code: 02_Activity1 from your teacher
    5. Use a 2-4 square activity to examine the code for the Jetpack Jumper Complete
    6. With a partner search for portions of code that you think align with the rules, goals, and structure of the game.
    7. Label the code on the handout with the numbers/letters from the list compiled earlier.
      1. Be sure you are able to see the code for Jetpack Jumper Complete in TouchDevelop and on the handout.
    8. Now, join another team of two to compare your findings and revise the labeling to create one response by consensus.
    9. Discuss the results. Reconcile differences.
  8. Find scripts in TouchDevelop (2 min)
    1. After examining the code for Jetpack Jumper Complete in TouchDevelop, select my scripts to see that Jetpack Jumper Complete is now listed in my scripts.
    2. Students can always get to my scripts by going to http://www.touchdevelop.com/app/, signing in (if not already signed in), and selecting my scripts.
  9. Define “computer program” (10 min), get the document, Computer Program Definition: 02_Activity from your teacher.
    1. Work with a partner to describe a computer program by filling in the chart.
      1. Characteristics: attributes of a computer program
      2. Uses: how computer program are employed
      3. Examples/models: names of programs they know
      4. Non-examples: things that are not programs; things that someone who does not fully understand the concept might confuse with a computer program (text message, image file)
    2. After filling in each quadrant, write a definition that takes ydour escriptors into consideration.
  10. As a class, lets come up with a common definition for “computer program.”
  11. Discuss course structure and goals (10 min)
  12. Open this file U1.02_Resource
    .
  13. Discuss the structure and goals this course.
  14. Customize your TouchDevelop profile. You can edit your profile by following these steps:
    1. Go to http://www.touchdevelop.com/app/.
    2. Select the auto-generated user name on the page.
    3. Edit the nickname entry and/or change the wallpaper
    4. Select more settings to change other profile settings.
  15. Customize your Jetpack Jumper Complete game
    1. Video-on-demand instructions for customizing the Jetpack Jumper Complete game: http://aka.ms/Intro2Code (go to module 3, Customize Jetpack Jumper)
    2. Online documentation for how to customize the Jetpack Jumper Complete game: http://aka.ms/How2Customize

 

Coding Ideas? Video

Creative Coding through Games and Apps

Unit 1 – Surveying the Landscape

Instructional Day: Unit 1, Lesson 3

Topic Description

In this lesson, you will use your personal experiences to identify computer game genres, categorize games, and identify elements that make games fun.

Objectives

You will be able to:

  • Describe characteristics that make games fun
  • Define “genre” and describe genres for games
  • Categorize games into genres
  • Describe characteristics of successful games

Teaching/Learning Strategies

  1. Identify favorite games and their characteristics–on your own
  2. Answer the following questions and share with a partner:
    • What was your favorite computer game or activity as a younger child?
    • What is your favorite game now?
    • How has your idea of fun in games changed?
  3. Categorize games
  4. Get  four note cards from your teacher
  5. Do the following:
    • List one game you enjoy on each card.
    • Add at least three characteristics of each game to the card (goal, rules, number of players, fun factor, special challenges, scoring, etc.).
  6. In small groups categorize games into similar categories and give each category a name. You determine the sorting criteria.
  7. Define “genre” and identify computer game genres–how do they relate to the category names that the teams created? How do they relate to these commonly recognized computer game genres: http://en.wikipedia.org/wiki/List_of_video_game_genres?
  8. Decide on common names for the genres identified by all teams & group all of the cards from every group into the corresponding genres.
  9. Define “fun”
  10. What makes games fun?
    • Create a list of must-have attributes. You will this list in the following lesson.
    • Discuss how these might be different for different groups of individuals and between individuals.
  11. Journal entry–What makes a computer game fun for you? Why do you think the definition of fun varies from person to person?

Additional Resources

Extensions

  • Assign students to gather “What makes a game fun?” responses from individuals. Include younger and older family, friends, and others. Collect responses as text, audio, or video content. Create a presentation or publish in some other format. Create a Google form to gather the information.
Creative Coding through Games and Apps

Unit 1 – Surveying the Landscape

Instructional Day: Unit 1, Lesson 4

Topic Description

In this lesson, you will make connections between the code for a game and the rules, goals, and structure of the game.

Objectives

You will be able to:

  • Identify and name basic features and tools in the TouchDevelop programming environment
  • Describe rules, goals, and structure of the Chase and Gather Pro game
  • Describe the elements of Chase and Gather Pro that make it successful
  • Identify code that relates to the game’s rules, goals, and structure
  1. Review definition of “fun”
    1. Share your journal entries from the previous lesson.
    2. Review and edit previous lesson’s list of characteristics that make a game fun.
  2. Video: Welcome to TouchDevelop (watch this on your own–plug in your earbuds)–QUESTIONS?
  3. Analyze the rules, goals, and structure of Chase and Gather Pro
    1. In pairs, take turns playing Chase and Gather Pro and observing their partners play (http://aka.ms/ChasePro).
    2. Record your observations by completing the Analyzing Game Play and Processes activity document (04_Activity, Part 1)–PRINT THIS OR GET A COPY FROM YOUR TEACHER
  4. Examine the code of Chase and Gather Pro
    1. In pairs, make connections between the rules, goals, and structure and the code for Chase and Gather Pro by completing the Analyzing Game Play and Processes activity document (04_Activity, Part 2)–FROM ABOVE
    2. Discuss your findings.
  5. Invite students to modify the Chase and Gather Pro game in some way.
Creative Coding through Games and Apps

Unit 1 – Surveying the Landscape

Instructional Day: Unit 1, Lesson 5

Topic Description

In this lesson, you will decompose problems and explore algorithms.

Objectives

You will be able to:

  • Decompose a familiar problem into simple steps
  • Illustrate a process with precision and clarity
  • Define “algorithm”
  • Identify problems as hard or easy for a computer to solve

Teaching/Learning Strategies

  1. Think-Pair-Share: Identify hard problems (5 min)
    1. Answer the following questions and share with a partner:  What is the hardest task or most complex event you ever had to plan and carry out? What made it so difficult? Could a computer have solved the problem easily? Why or why not?
    2. Share your answers with the class. Why were the tasks difficult and if/how a computer could have solved the problem?
    3. The goal is to start thinking about computationally hard problems
  2. Decompose a problem: How do you make toast? (25 min)
    1. Distribute note cards (about eight per student).
    2. You have 5 minutes to draw the steps required for making a piece of toast, one step per card. No words allowed—sketches only.
    3. After 5 minutes, get into groups.
    4. Without speaking, you have 10 minutes to use your team’s cards to create the best instructions for making a piece of toast. Arrange/tape cards on large paper. You may draw on the paper or alter the drawings, but text is not allowed.
    5. Get the U1.05_Activity document.  Complete Part 1 of Decomposing Problems activity (U1.05_Activity).
    6. Discuss the challenges of decomposing problems and effectively communicating steps.
  3. Define “algorithm” (10 min)
    1. TED Ed video: What’s an algorithm? http://ed.ted.com/lessons/your-brain-can-solve-algorithms-david-j-malan
    2. Define “algorithm” as a class.
    3. Can steps for making toast constitute an algorithm?
  4. Categorize problems as hard or easy (10 min)
    1. Complete Part 2 of Decomposing Problems activity (U1.05_Activity).
  5. View this TED Talk about algorithms: Got a wicked problem? First, tell me how you make toast. https://www.ted.com/talks/tom_wujec_got_a_wicked_problem_first_tell_me_how_you_make_toast?language=en
  6. Create an algorithm with cards for solving a complex problem in their lives, such as planning an event, organizing for a holiday, planning a trip, selecting a college, cleaning their rooms, organizing a small business, or planning for some activity.
Creative Coding through Games and Apps

Unit 1 – Surveying the Landscape

Instructional Day: Unit 1, Lesson 6

Topic Description

In this lesson, you will explore a “hard” computer problem with an unplugged activity and demonstrate your problem-solving skills in a quiz.

Objectives

You will be able to:

  • Collaborate to solve The 4-Color Map Problem
  • Identify characteristics of problems that are hard for computers to solve
  • Demonstrate problem-solving skills (decomposition and algorithms) in a quiz
  1. Reviewing hard problems (5 min)
    1. Review the chart on page 2 of the activity document from the previous lesson.What characteristic makes a problem hard for a computer to solve? Create a short list of the criteria of hard computer problems
  2. Unplugged activity: Exploring a hard problem (30 min)
    1. Get with a partner & do the 4-Color Map Problem
    2. Share your solutions with the class.
    3. Why would this problem be hard for a computer? Refer to the list of criteria listed at the beginning of the class.
  3. Quiz (15 min)
  4. Assignment: Develop an algorithm for solving the unplugged problem.

Additional Problems

  • Dominating Sets – Tourist town
  • Minimal Spanning Trees – The Muddy City
  • Steiner Trees – Ice Roads
Creative Coding through Games and Apps

Unit 1 – Surveying the Landscape

Instructional Day: Unit 1, Lesson 7

Topic Description

In this lesson, you will learn about the coordinate system and positioning sprites in games.

Objectives

You will be able to:

  • Plot points on a gaming coordinate system
  • Identify code used to create and position sprites

IMPORTANT: It is tempting to quickly go through the tutorials without really processing the information and learning from the experience. Monitor each other as you work. Make sure you and your classmates are paying attention to the instructional videos. Stop each other as you work to ask  about what you are learning.

  1. Complete the Collage Tutorial  (30 minutes)
    1. Get the Collage Tutorial Exercise (U1.07_Tutorial_Ex).
    2. Sign in to your TouchDevelop account and open Collage Tutorial. http://aka.ms/CollageTutorial
    3. Review the Touch Development environment. Watch the Welcome to TouchDevelop video, if necessary (http://aka.ms/WelcomeToTouchDevelop), to re-familiarize yourself.
    4. Complete the tutorial and exercise.
    5. Take your time and pay close attention to the content in the instructional videos. You will need these skills for your independent collage project. Rushing through will guarantee the need to repeat the tutorial.
    6. Discuss the exercise questions with the class when you are done.
  2. Mark the Spot! game (15 minutes)
    1. Go to Mark the Spot! http://aka.ms/MarkTheSpot
    2. Run the program—not edit it.
      1. Goal: Tap or click at the indicated point. You will need to draw on your understanding of the coordinate system from Collage Tutorial.
      2. 10 correct guesses wins. 3 misses loses.
      3. You can play again by selecting the Play button in the upper left corner of the screen.
    3. If there is time, complete the following:
      1. Find the Mark the Spot! script in the my scripts section of the TouchDevelop environment
      2. If you are logged in when opening/running Mark the Spot!, the script should be in the my scripts Otherwise, you may have to sign in to TouchDevelop and go to http://aka.ms/MarkTheSpot again.
      3. Inspect the code for the script by selecting edit.
      4. With a partner, identify the following:
        1. Code responsible for providing start up instructions
        2. Code responsible for scoring
        3. Code responsible for removing a life
        4. Code responsible for responding to a tap on the board
        5. Code responsible for determining if you have won
  3. Journal entry (5 minutes)
    1. How is the TouchDevelop coordinate system similar and different from the coordinate systems seen in the past (e.g., the coordinate system in math class)?

To learn more about TouchDevelop visit:

 

Creative Coding through Games and Apps

Unit 1 – Surveying the Landscape

Instructional Day: Unit 1, Lesson 8

Topic Description

In this lesson, you will begin your TouchDevelop Personal Collage Project.

Objectives

The students will be able to:

  • Create a personal collage in TouchDevelop
  • Apply coordinate system knowledge to the Personal Collage Project
  1. Review the coordinate system (5 min)
    1. Draw a rectangle representing the TouchDevelop game board (width = 800, height = 400) and to plot and label the following points: (0,0), (400, 200), (800, 0), (800, 400).
    2. As necessary, use the Mark the Spot! activity to reinforce understanding of the coordinate system. http://aka.ms/MarkTheSpot
  2. Introduction of the Personal Collage Project (10 min)
    1. Get the U1.08_Activity: Personal Collage Project.
    2. Note: When working on this project, you should not upload or use pictures of themselves. All images uploaded to TouchDevelop are public. Using cartoons or images of things you like is okay, but pictures of you should not be used. In general, personally identifiable information (such as full name, location, etc.) should not be used in a published TouchDevelop script.
  3. Work on the Personal Collage Project (30 min)
    1. Find the code you completed as part of the Collage Tutorial in the previous lesson by doing step 1 of the directions.
    2. Be sure to review the code.
    3. Create a new script by following step 2 of the directions.
    4. Ask your classmates for help.
  4. Assess progress and plan for the next day (5 min)
    1. Ticket-out-the-door
      1. Get a note card size pieces of paper
      2. Summarize your progress and identify what you have left to accomplish.
      3. Turn in the note cards as you leave the room.
Creative Coding through Games and Apps

Unit 1 – Surveying the Landscape

Instructional Day: Unit 1, Lesson 9

Topic Description

In this lesson, you will complete the Personal Collage Project and learn how to provide constructive feedback.

Objectives

You will be able to:

  • Create a personal collage in TouchDevelop
  • Apply coordinate system knowledge to the Personal Collage Project
  • Describe the process for giving feedback in a gallery walk
  1. Review project status (5 min)
    1. Get your note card that was collected at the end of the previous lesson.
    2. Share your progress with the class.
    3. Is anyone having a problem that prevents them from making progress?
  2. Complete the Personal Collage Project (25 min)
    1. You are expected to finish your projects during this time.
    2. Refer to the project rubric in the U1.08_Activity: Personal Collage Project document to refresh your memory of the requirements.
    3. Ask your classmates for help.
  3. Self-assessment and reflection (10 min)
    1. Fill in the rubric in the U1.08_Activity: Personal Collage Project
    2. Comments in the table should explain your assessment scores.
    3. Complete the reflection questions.
  4. Demonstrate a gallery walk (10 min)
    1. Do a gallery walk so that everyone will understand how to provide feedback to your peers during the next class meeting.
      1. Get six sticky notes (two each of three different colors).
      2. Open their project for viewing.
      3. Observe one project. Leave at least three different colored notes: one note with a positive comment, one with a suggestion, and one with a question.
      4. Move on to the second student and repeat. Use the same colors for each type of feedback.
        1. Constructive feedback is information given to others that will help them improve their work or project. It is intended to help the person achieve success.
Creative Coding through Games and Apps

Unit 1 – Surveying the Landscape

Instructional Day: Unit 1, Lesson 9

Topic Description

In this lesson, you will complete the Personal Collage Project and learn how to provide constructive feedback.

Objectives

You will be able to:

  • Create a personal collage in TouchDevelop
  • Apply coordinate system knowledge to the Personal Collage Project
  • Describe the process for giving feedback in a gallery walk
  1. Review project status (5 min)
    1. Get your note card that was collected at the end of the previous lesson.
    2. Share your progress with the class.
    3. Is anyone having a problem that prevents them from making progress?
  2. Complete the Personal Collage Project (25 min)
    1. You are expected to finish your projects during this time.
    2. Refer to the project rubric in the U1.08_Activity: Personal Collage Project document to refresh your memory of the requirements.
    3. Ask your classmates for help.
  3. Self-assessment and reflection (10 min)
    1. Fill in the rubric in the U1.08_Activity: Personal Collage Project
    2. Comments in the table should explain your assessment scores.
    3. Complete the reflection questions.
  4. Demonstrate a gallery walk (10 min)
    1. Do a gallery walk so that everyone will understand how to provide feedback to your peers during the next class meeting.
      1. Get six sticky notes (two each of three different colors).
      2. Open their project for viewing.
      3. Observe one project. Leave at least three different colored notes: one note with a positive comment, one with a suggestion, and one with a question.
      4. Move on to the second student and repeat. Use the same colors for each type of feedback.
        1. Constructive feedback is information given to others that will help them improve their work or project. It is intended to help the person achieve success.
Creative Coding through Games and Apps

Unit 1 – Surveying the Landscape

Instructional Day: Unit 1, Lesson 10

Topic Description

In this lesson, you will give and receive feedback in a gallery walk and then incorporate the feedback into your Personal Collage Projects.

Objectives

You will be able to:

  • Give and receive constructive feedback in a gallery walk
  • Incorporate feedback into your Personal Collage Projects
  1. Define gallery walk rules (5 min)
    1. Review the gallery walk demonstration from the previous lesson.
    2. Formalize the rules:
      1. Comments are of three types: positive, suggestion, question.
      2. Use the same color for each piece of feedback of the same type.
      3. Leave at least two sticky notes at a project. One of them must be a positive comment.
      4. Review at least four projects.
  2. Gallery walk activity (20 min)
    1. Get your sticky notes.
    2. Open your Personal Collage Project for others to view.
    3. Layout a path that everyone follows, starting from the location of your own computer and with everyone heading in the same direction.
    4. I will tell you when to rotate to the next station (every 3-4 minutes).
  3. Review feedback (10 min)
    1. Return to your computer and to read the feedback you received.
    2. Think about how you might modify your project based on the feedback.
  4. Revise the Personal Collage Project (10 min)
    1. Make changes to your project based on the feedback you received.
    2. You may not have time to address all the feedback you received. This is OK. You may choose to make more revisions on your own time.
  5. Journal entry (5 min)
    1. What did you see that surprised you?
    2. What did you learn by looking at the work of others?
    3. What did you learn by having others look at your work?
    4. In 100 words, describe why the elements you selected for your Personal Collage Project reflect you.
Creative Coding through Games and Apps

Unit 2 – Spinning the Globe

Instructional Day: Unit 2, Lesson 1

Topic Description

In this lesson, you learn new elements of the TouchDevelop programming environment and explore the concept of random numbers with a tutorial.

Objectives

You will be able to:

  • Identify the basic coding elements of the TouchDevelop programming environment
  • Use the random range function in TouchDevelop to generate random numbers

Materials and Preparation Required

Outline of the Lesson

  • Review the TouchDevelop programming environment (15 min)
  • Random Tutorial (20 min)
  • Brainstorm uses of random numbers in programs (15 min)

Student Activities

  • Watch and discuss TouchDevelop Tutorials video
  • Complete the Random Tutorial: http://aka.ms/RandomTutorial
  • Create a list of uses for random numbers

Teaching/Learning Strategies

  1. Review the TouchDevelop programming environment (15 min)
    1. TouchDevelop Tutorials video: http://aka.ms/ExploringTouchDevelop
    2. Welcome to TouchDevelop video: http://aka.ms/WelcomeToTouchDevelop
  2. Random Tutorial (20 min)
    1. FYI: When game->start_with_fixed_size(500, 300) is used to create a game board, the board is actually created with the size 501 pixels x 301 pixels. The pixels are numbered 0–500 in the horizontal direction and 0–300 in the vertical direction. This can cause some confusion when you try to be precise when using the random range function.
    2. In question 4 of the worksheet that accompanies the Random Tutorial (U2.1_Tutorial_Ex), you are asked to analyze code you have not seen before. This is a discovery exercise. Emphasis is placed on the analysis you do and the questions you raise, not on getting the correct answer. You will learn to correctly read and interpret this code in later lessons. Analyzing and questioning now will make learning easier later.
    3. Get the Random Tutorial Exercise (U2.01_Tutorial_Ex) 
    4. Go to the Random Tutorial http://aka.ms/RandomTutorial
    5. Answer the questions as you work through the tutorial
  3. List the use of random numbers in games and other apps (10 min)
    1. Work with a partner to come up with as many uses of random in computer applications/games as you can think of in five min
    2. Create a master list on the board
    3. Categorize the list
  4. Wrap up with a journal entry
    1. Think about how you would like to apply what you learned today to a programming creation of your own. Complete this sentence: “I’d like to try to use what I learned about programming random numbers to create _______________________________ (game or application).”
  5. Explore and experiment with the TouchDevelop environment
Creative Coding through Games and Apps

Unit 2 – Spinning the Globe

Instructional Day: Unit 2, Lesson 2

Topic Description

In this lesson, you will expand your understanding of random numbers and apply random in the design of an original unplugged game.

Objectives

You will be able to:

  • Analyze a game to discover how random numbers are used in a game
  • Create an original game that uses random numbers

Materials and Preparation Required

  • Roll the Dice! Enough dice for every pair of students to have one die

 

  1. Play Roll the Dice! and analyze rules (10 min)
    1. You are going to play a game designed in TouchDevelop and then analyze how the game works.
    2. Review:
      1. What do you remember about randomization from the tutorial you followed in a previous lesson?
      2. Why is randomization an important element in games and other applications?
    3. Play the Roll the Dice! game individually for 3 minutes–click or tap on the screen to start the game.
    4. Get into teams of two. Decipher the rules of the dice roll game.
      1. What are the various components of the board?
      2. What happens when they click or tap the board?
      3. How is random involved? What is the range of numbers?
      4. What happens when two dice match? How about three?
      5. What other decisions do you think this program has to make?
  2. Analyze code for Roll the Dice! (10 min)
    1. Get with another tean. Compare the results of  your game analysis with that of the other team.
      1. Did the other team come up with the same answers?
      2. Is there anything they missed?
    2. Look at the code for Roll the Dice! and identify any code segments that you understand.
  3. Unplugged Activity: Apply random numbers in designing a new game (20 min)
    1. Work with a partner to design an unplugged dice game and to come up with a set of rules.
    2. Get a single die.
    3. Assign a step or a rule to each side of the die. For instance, each side of the die might be assigned a shape such as:
      1. Square
      2. Circle
      3. Triangle
      4. Narrow rectangle
      5. Polygon
      6. Any parallelogram
    4. Come up with a goal for the players. For instance, using the above example, perhaps the goal is to create a simple drawing composed of the shapes that the player gets with five rolls of the die.
    5. Instruct students to test their game.
  4. Peer feedback (10 min)
    1. Get with another team again so you can play each other’s games.
    2. Provide one suggestion to the other team of how the game could be improved.
  5. Search for “dice games for kids.” Find two dice games that you think are fun. Write the code statements that would be needed if you were going to create this game in TouchDevelop.
Creative Coding through Games and Apps

Unit 2 – Spinning the Globe

Instructional Day: Unit 2, Lesson 3

Topic Description

In this lesson, you will independently investigate the various ways in which games are used in education, business, and entertainment and collaboratively create a Pecha Kucha presentation to share your learning.

Objectives

You will be able to:

  • Describe multiple ways that games are used to educate and inform
  1. Discuss games you have played (5 min)
  2. When have you used an electronic game that has a goal, in addition to being fun?
    1. What are the names of the games?
    2. How was each game useful?
  3. Independent research: The purposes of games (15 min)
    1. Browse the Serious Games website for approximately five min. http://www.seriousgamesassociation.com/ (if this site isn’t working, browse the Internet instead of just this site)
    2. Identify the various use categories you found for games (education, corporate, games for good, health, military). Create a list for all to see.
  4. Create a Pecha Kucha (25 min)
    1. Research and prepare presentations on different categories of games, using the Pecha Kucha format.
    2. Get into groups of four. Pick one of the categories in the list.
    3. You are going to research and present on a specific category using a fun presentation method called Pecha Kucha, this is a Japanese word that means “chit chat.” Pecha Kucha follows a specific format of 20 slides for 20 seconds each. For the purposes of this assignment, you are limited to 5–10 slides for 20 seconds each.
    4. Here is an example of Pecha Kucha, such as:http://www.pechakucha.org/presentations/how-i-found-my-passion-in-a-dumpster (a presentation by a young woman about clothes she made from recycled materials)
    5. Get the U2.03_Activity document, Pecha Kucha: The wide world of  Games.
    6. Begin your research during the remaining time. The next class period is designated for completing yresour earch and preparing the Pecha Kucha.
      1. When citing an online source, do your best to include:
        1. the author
        2. the title of the article or page
        3. the web address or URL (in italics)
        4. the date of publication.
        5. Some websites do not supply all of these details.
        6. Here is an example:
          1. Johnson, Mark. “How to Make Perfect Pretzels.” http://<url>. 20 February 2015.
  5. Ticket out the door (5 min)
    1. On a small piece of paper, respond to this prompt: List two specific uses of electronic games that interest you. Why?
Creative Coding through Games and Apps

Unit 2: Spinning the Globe

Instructional Day: Unit 2, Lesson 4

Topic Description

In this lesson, you will finish your presentations on games used in education, business, and entertainment.

Objectives

You will be able to:

  • Use online resources to collect information about a game genres
  • Contribute to a collaboratively created presentation

 

  1. Check in on research project (5 min)
    1. Look at the assessment rubric to be sure you are on track with the requirements.
    2. Report on your progress.
      1. What is one interesting thing you’ve learned from your research so far?
      2. What is one difficulty you’ve encountered in preparing for your presentation?
      3. Do you have any questions or problems that the class may be able to help you with?
      4. Do you have a suggestion for other teams?
  2. Group research and preparation of Pecha Kucha presentations (45 min)
    1. Refer to the rubric to make sure you are following directions.
    2. Help each other, if possible.
    3. Pace your work. You have the rest of the class period to continue researching and preparing for your presentation, but it must be completed by the end of the class.
    4. Practice your presentations if time allows.
  3. Ticket out the door
    1. List three elements you personally added to the presentation.

Additional Resources:

Creative Coding through Games and Apps

Unit 2 – Spinning the Globe

Instructional Day: Unit 2, Lesson 5

Topic Description

In this lesson, you will present your research on games used in education, business, and entertainment.

Objectives

You will:

  • Communicate your learning with a Pecha Kucha presentation
  • Provide constructive feedback to your peers
  • Self-assess your research project with a rubric

 

  1. Set expectations regarding presentations (5 min)
    1. Your job today is not only to present your research, but also to learn from each other and to support each other by providing feedback.
    2. Get the Peer Evaluation Form: 05_Activity. Someone will need to collect this information for each presentation. The presenters can assign “scribes” to track their feedback.
    3. The presentations are supposed to be short. The Pecha Kucha format allows for 20 seconds per slide. Feedback will need to be limited to approximately two minutes.
  2. Presentations with feedback (40 min)
    1. After each presentation, share comments recorded on the Peer Evaluation Form: U2.05_Activity
      1. A compliment
      2. A question
      3. A suggestion
  3. Self-evaluations (5 min)
    1. Complete the self-evaluation portion of rubric.
    2. Turn it in

Extensions

  • Assign students to come up with their own ideas for a game that serves a purpose in education, business, or entertainment
Creative Coding through Games and Apps

Unit 2: Spinning the Globe

Instructional Day: Unit 2, Lesson 6

Topic Description

In this lesson, you will brainstorm and share ideas for improving the Chase and Gather Basic game and you will be assessed on your understanding of random numbers.

Objectives

You will:

  • Think of creative modifications to the Chase and Gather Basic
  • Demonstrate your knowledge of random numbers
  1. Re-examining the Chase and Gather Basic game (10 min)
    1. Play the Chase and Gather Basic game (http://aka.ms/ChaseBasic). You should examine it from two perspectives:
      1. From the viewpoint of a computer engineer: Look for examples of random coding.
      2. From the viewpoint of a game designer: Think about other topics/subjects for a similar game.
  2. Round table activity: Create and share game designs (30 min)
    1. Get into teams. You will need sketch paper.
    2. Each group needs to select a game topic from this lis
      1. sports
      2. jungle
      3. city dump
      4. pets
      5. health
      6. safety
      7. education
      8. other topics from the Serious Games
    3. On a large piece of paper, describe and/or sketch a chase and gather type game you would like to create using the basic format of the Chase and Gather Basic game but on the topic you selected. You have 10 minutes to do this.
    4. The design must include the game setting, characters, goal, obstacles, basic rules, and how random would be employed.
    5. After a basic idea is created (10 min), take turns within your group to add an idea to the game on the paper. Continue until out of ideas.
  3. Invite each team to share their ideas with the class (10 min)
    1. Post posters and leave them on display for future lessons.
  4. Quiz (10 min)
Creative Coding through Games and Apps

Unit 3 – Shifting into Gear

Instructional Day: Unit 3, Lesson 1

Topic Description

In this lesson, you will explore objects, functions, and parameters with a tutorial and an accompanying exercise.

Objectives

You will be able to:

  • Explain what an object is and identify objects in programs
  • Explain what a function is and identify functions in programs
  • Explain what a parameter is and identify parameters in functions

Materials and Preparation Required

  1. Identify objects and functions (5 min)
    1. Create a list of the “things” you have programmed before or have “told what to do” in a program. These are called objects.
    2. List “actions” or commands that you have given these objects. These are called functions.
  2. Objects and Functions Tutorial (20 min)
    1. Complete the Objects and Functions Tutorial Exercise (U3.01_Tutorial_Ex). as you do the Objects and Functions Tutorialhttp://aka.ms/ObjectsTutorial
    2. Remember to think about the turtle as the object and look at the functions the turtle performs throughout the tutorial.
    3. Examine the information you give to the function, such as “100” in the function call forward(100). This information is called a parameter.
    4. You will create a square on your own at the end of the tutorial.
  3. Analyzing functions in TouchDevelop games (20 min)
    1. Complete the Exploring Functions (U3.01_Activity).
    2. You can work with a partner to complete the activity.
    3. Share out some of the functions you found and other details from the guide.
  4. Journal entry (5 min)
    1. Respond to the following in your journal:
      1. What do I know about objects and functions?
      2. Why are objects and functions important in programming?
      3. List any questions they may still have.
  5. Create your own drawing with the turtle (a house, for example).Remember that there is a pen up and pen down function, so the pictures don’t resemble an etch-a-sketch drawing.
  6. Challenge yourself to use different parameters with the same functions to create an abstract image.
  7. If you have projects for other classes that require a drawing, you could use TouchDevelop to produce your work.
Creative Coding through Games and Apps

Unit 3 – Shifting into Gear

Instructional Day: Unit 3, Lesson 2

Topic Description

In this lesson, you will write code to solve a maze game and analyze your problem-solving strategies.

Objectives

You will be able to:

  • Recall and describe objects, functions, and parameters
  • Analyze ways to solve a TouchDevelop turtle maze problem
  • Program a solution for the turtle maze problem
  • Reflect on the process of finding a solution

Materials and Preparation Required

  1. Review objects, functions, and parameters (5 min)
    1. Think of an example of an object found in a game. List a few functions it can perform, and identify at least one function that requires a parameter. You have two minutes to record your example.
    2. Give an example & the other groups will give a “thumbs up” or “thumbs down” if they agree or disagree that the example is a correct example of an object and function.
  2. Find the Objects and Functions activity (10 min)
    1. Complete the Find the Objects and Functions (U3.02_Activity).
    2. Circle the objects, put a rectangle around all the functions, and put a triangle around all the parameters.
    3. After 5 minutes, exchange the activity document and look to see if you can find anything your classmates missed marking.
    4. Return the papers and go over the correct responses and any questions.
  3. Unguided turtle maze problem (25 min)
    1. You are going to write the code to move the turtle through a maze problem. You will be asked about your problem-solving strategies at the end of the lesson. Estimate the distance on the screen compared to the parameter values. Remember to think about what you learned about angles in math class.
    2. While you are working to solve the problem, you should note anything you want to remember in your journal.
    3. To view code in TouchDevelop:
      1. Follow this link: http://aka.ms/FindTheWay.
      2. Select edit on TouchDevelop.
      3. Select edit.
      4. Select split (on the far left panel).
      5. Select run.
    4. Notice the turtle at the bottom of the screen. Your job is to write code to navigate the turtle through the maze and to reach the goal at the top of the screen. There are two different solutions to the maze (described in the comments).
      1. An effective strategy to solve the maze includes these steps: Write some code, run the script, edit the code, and run it again. Repeat the process until you get the turtle out of the maze.
      2. Remember: Select the <- symbol when you need to get back to the code editing environment.
  4. Reflection (10 min)
    1. Think about your problem-solving strategies.
    2. Did it take you longer than you thought it would to solve the maze?
    3. Think about the most optimal route yfoou und and answer the following questions in you journal.
      1. What was your first step in solving this problem?
      2. What problems did you encounter?
      3. How often did you need to revise your script?
      4. What strategies worked best for you to write the correct code to solve the maze?
  5. If time permits, share some of your strategies for identifying and solving errors.
  6. Share your solution to the turtle maze with each other. You can compare your code with two other students and then note differences in the solutions in your journal. You can identify which solution you believe is the optimal solution and why.

http://appshed.com/

GOAL: You will have the opportunity to create your own blog.

  1. Blog About You & Create your own blog
    1. Become a FOLLOWER to my blog & comment on my  Vacation post by telling me and the class about your vacation.
    2. Create YOUR OWN blog FIND A BLOG TOPIC for your BLOG
      1. watch this to help you create your own blog
      2. In the upper right corner of your screen, click CREATE BLOG
      3. Use your SCHOOL Google account for the email address
      4. Name YOUR BLOG–My Blog name is Web Apps & Coding–This should be a GENERIC name that is the overall description of all your posts, so if you are interested in sports and ALL your blog POSTS will be sports related then maybe name your blog YOUR NAME’S SPORTS BLOG
      5. Create your first Blog POST! It can be anything that is school appropriate as long as it fits under the name/subject of your BLOG. If you don’t know what to blog about, do this:
        1. Describe what happened or what you did during class.
        2. Interpret how things went by using one (or more) of these terms:
          1. Strength & Weaknesses
          2. Successes & Setback
        3. What have you learned due to this experience?
        4. Answer one (or more) of these questions:
          1. What can you do to improve your learning?
          2. How will you extend your learning past what is expected?
        5. Remember to go back and read what your classmates wrote about to get ideas for yourself!
        6. Be sure to use good writing skills!!
    3. FOR A GRADE: Include 1 picture and 1 link in your first post.
  2. Share your BLOG with me: tracyweber@bellevue.k12.ia.us

GOAL:During class today you will have the opportunity to research a topic of your choice, take a stand, and back up your position through a blog post.

    1. BLOG DAY–Write a post in your blog about a topic of your choice–share it with me.
    2. EXPERIMENT!! Customize your blog!!
    3. Check JMC for make up work
    4. Check out these sites! Would you like to explore this?
      1. Game Programming
      2. APPS & CODING SITE
      3. BiteSlideSlideBean & Slide Rocket–Online Presentations
      4. Zaption–Video Online

 

DO THE MTA EXAM 98-380: Introduction to Programming with Block Based Languages–DO THIS FOR A FINAL EXAM!!! CERTIFICATION EXAM

 

 

MOBILE APP DEV COMPETITIVE EVENT–http://teach.appinventor.mit.edu/

IDE–subline text

code academy

free code camp

code.org javascript blocks

codecombat javascript write it out though

python

mozilla html css

platform GO, Ruby

 

 

IMPORTANT: Starting next class, at the end of every class, write about the following on your blog:

  1. Describe what happened or what you did during class.
  2. Interpret how things went by using one (or more) of these terms:
    1. Strength & Weaknesses
    2. Successes & Setback
    3. What have you learned due to this experience?
  3. Answer one (or more) of these questions:
    1. What can you do to improve your learning?
    2. How will you extend your learning past what is expected?
  4. Remember to go back and read what your classmates wrote about to get ideas for yourself!
  5. Be sure to use good writing skills!!

GOAL: By the end of class today you will know all about this course and the expectations for the course.

  1. I Can Do Anything–What are your goals for this school year?
  2. Supplies for the class: EARBUDS!!! Everyday!!
  3. Watch this Introduction video clip create by Mrs. Weber to welcome you to her class. You will also learn about the expectations for your class.
  4. LEAVE THIS LINK OPEN WHEN YOU ARE DONE!!!!! Answer these questions to determine what TYPE of learner you are You will be asked to tell me what kind of learner (auditory, visually, tactile–the questions you answer from the link will tell you in the end.)
  5. FILL OUT THIS FORM to let Mrs. Weber know a little bit about you. THIS IS YOUR WRITING FOR TODAY!!
  6. Watch this video about FBLA–please consider joining! Fill out the Sign Up Form and get $15 to Mrs. Weber and you’re in!!!
  7. EXTRA CREDIT: Show your parents this lesson plan and have them visit this part of my website:
    1. Parent Info.
    2. Web Apps & Coding Student Page of Fame
    3. Web Apps & Coding
    4. Fill out the form on the Parent Info. page or the Comments section at the bottom of the Web Apps & Coding class page or the bottom of the home page of my website.
      1. Tell me what you expect to learn in this class this semester.
      2. Also, please have them offer any suggestions or ask any questions they may have!! THANKS!!!

GOAL: You will have the opportunity to create your own blog.

  1. Blog About You & Create your own blog
    1. Become a FOLLOWER to my blog & comment on my  Vacation post by telling me and the class about your vacation.
    2. Create YOUR OWN blog FIND A BLOG TOPIC for your BLOG
      1. watch this to help you create your own blog
      2. In the upper right corner of your screen, click CREATE BLOG
      3. Use your SCHOOL Google account for the email address
      4. Name YOUR BLOG–My Blog name is Web Apps & Coding–This should be a GENERIC name that is the overall description of all your posts, so if you are interested in sports and ALL your blog POSTS will be sports related then maybe name your blog YOUR NAME’S SPORTS BLOG
      5. Create your first Blog POST! It can be anything that is school appropriate as long as it fits under the name/subject of your BLOG. If you don’t know what to blog about, do this:
        1. Describe what happened or what you did during class.
        2. Interpret how things went by using one (or more) of these terms:
          1. Strength & Weaknesses
          2. Successes & Setback
        3. What have you learned due to this experience?
        4. Answer one (or more) of these questions:
          1. What can you do to improve your learning?
          2. How will you extend your learning past what is expected?
        5. Remember to go back and read what your classmates wrote about to get ideas for yourself!
        6. Be sure to use good writing skills!!
    3. FOR A GRADE: Include 1 picture and 1 link in your first post.
  2. Share your BLOG with me: tracyweber@bellevue.k12.ia.us

GOAL: By the end of class you will get the opportunity to choose what we learn this semester in this class.

  1. Go to the Web Apps & Coding Student Page of Fame and VIEW ALL of the student projects.
  2. Check out the following:
    1. PixiclipSketchtoyDrawing
    2. TuzzitCanva & Checkthis & PicktochartInfographics
    3. WATCH THE VIDEO: DON’T PANIC!
    4. CODEAVENGERS: What do you think of this? Do the intro lessons for the following: HTML/CSS–Website Coding
    5. What is Alice?Coding for 3-D Animation (Javascript)
    6.  TouchDevelopGame Creation
    7. Appypie & IBuildApp & BuildFire & AppsBar & AppMakr & MobinCube & GameSaladMobile App Development
    8. APPS & CODING SITE
    9. MORE APP & CODING SITES to help compete in the Congressional App Challenge
    10. BiteSlideSlideBean & Slide RocketOnline Presentations
    11. ZaptionVideo Online
  3. Explore other topics of interest to you
  4. Please send me an email message listing the top three topics you would like to learn about the most this semester and explain why.

 

GOAL:During class today you will have the opportunity to research a topic of your choice, take a stand, and back up your position through a blog post.

    1. BLOG DAY–Write a post in your blog about a topic of your choice–share it with me.
    2. EXPERIMENT!! Customize your blog!!
    3. Check JMC for make up work
    4. Check out these sites! Would you like to explore this?
      1. Game Programming
      2. APPS & CODING SITE
      3. BiteSlideSlideBean & Slide Rocket–Online Presentations
      4. Zaption–Video Online

GOAL: Before you leave today, you will have the opportunity to create an app.

  1. SCENARIO: You are a graphic designer working for Weber’s Web Creations. Your boss has asked you to examine an app creation website to see how it works and if the business should use it to create apps for their customers. You are being asked to create an app for the Bellevue High School. You REALLY want to impress your boss so you are going to do EVERYTHING in your power to figure this out on your own and offer an educated analysis of the app creation site. You have made a conscious decision to try and experiment with EVERYTHING on the app site!!!
  2. For today, make an app for the current Bellevue High School website: www.bellevue.k12.ia.us
    1. Appsbar
    2. Appy Pie
  3. Create an account
  4. Explore!! Experiment! You will create an app for an area business/organization–for real!!

 

GOAL: Before you leave today, you will have the opportunity to create an app.

  1. SCENARIO: You are a graphic designer working for Weber’s Web Creations. Your boss has asked you to examine an app creation website to see how it works and if the business should use it to create apps for their customers. You are being asked to create an app for the Bellevue High School. You REALLY want to impress your boss so you are going to do EVERYTHING in your power to figure this out on your own and offer an educated analysis of the app creation site. You have made a conscious decision to try and experiment with EVERYTHING on the app site!!!
  2. Continue to make an app for the current Bellevue High School website: www.bellevue.k12.ia.us
    1. Appsbar
    2. Appy Pie
  3. Try to include the following:
  4. Content tab
    1. Contact Information
    2. About Us
    3. Map
    4. Webpage link to www.bellevue.k12.ia.us
    5. Webpage link to JMC
    6. Webpage link to the lunch menu
  5. Style tab
    1. Make the color scheme be shades of blue
    2. Include text/image for Bellevue High School in the header
  6. Info tab
    1. Designate a Splash Screen for Bellevue High School
    2. Designate an Icon for Bellevue High School (this is what will appear on a mobile device when the app is downloaded)
  7. HERE IS HOW IT WILL BE GRADED
  • Explore!! Experiment! You will create an app for an area business/organization–for real!!
  • Send Mrs. Weber a note in Edmodo explaining what you LIKE about the app site you are working with.
  • HOMEWORK: Get information about an area business to bring to class next time. You will begin to make an app for that business.

APP CONTEST: http://iefwpengineacc.wpengine.com/faq-for-students/

GOAL: Before you leave today, you will have the opportunity to create an app.

  1. HERE IS HOW IT WILL BE GRADED
  2. IN GROUPS WORK ON YOUR APP–get with the other people in class that were working with the same app as you. Decide who’s app you will work with. Be sure to include the following for the current Bellevue High School website: www.bellevue.k12.ia.us
    1. Content tab
      1. Contact Information
      2. About Us
      3. Map
      4. Webpage link to www.bellevue.k12.ia.us
      5. Webpage link to JMC
      6. Webpage link to the lunch menu
    2. Style tab
      1. Make the color scheme be shades of blue
      2. Include text/image for Bellevue Middle School in the header
    3. Info tab
      1. Designate a Splash Screen for Bellevue Middle School
      2. Designate an Icon for Bellevue High School (this is what will appear on a mobile device when the app is downloaded)
  3. In the Google Doc for this class, be sure to tell me:
    1. Biggest Achievement?
    2. Biggest Challenge?
    3. What do you have to do next?
    4. What questions do you have?
    5. The URL for the app your group worked on

http://www.congressionalappchallenge.us/2015-winners-announced/

Instructional Day: Unit 1, Lesson 1

Topic Description

In this lesson, you will explore the question “What is a computer program?”

Objectives

You will be able to:

  • Follow a Touch Develop tutorial.
  • Explain the rules, goals, and structure of the Jetpack Jumper Complete

Teaching/Learning Strategies

Note: If prompted to open the tutorial in a particular mode, it should be opened in “coder” mode, not “beginner” or “expert.”

  • Students follow the steps to complete the tutorial.

Note: It is strongly recommended that students use headphones when following the tutorial.

  • Upon completion of the tutorial, invite students to reflect on the experience by discussing these questions as a group:
  • What did you learn in this tutorial?
  • What was the most interesting or fun part?
  • Did you have any problems? How did you solve them?
  • What else would you like to learn how to do in Touch Develop?
  • Analyze the rules, goals, and structure of the Jetpack Jumper Complete game (15 min)
  • Demonstrate locating the Jetpack Jumper Complete game and how to play it (http://aka.ms/JetpackComplete).
  • Students, in pairs, take turns playing the Jetpack Jumper Complete game and observing their partners play. While playing and observing students should think about the rules, goals, and structure of the game.
  • After 7-8 minutes, stop the play.
  • Students work with their partners to create a list of the steps and processes they experienced and observed in the game. The list should include these observations:
  1. Clicking or tapping the screen moves the robot up.
  2. Gravity pulls the robot down.
  3. If the robot hits an obstacle, the game is over.
  4. If the robot goes off the screen, the game is over.
  5. If an obstacle reaches the left side of the screen, I score a point.

Extensions

  • Invite students to customize their Jetpack Jumper game.
  • Video-on-demand instructions for customizing the Jetpack Jumper Complete game at: http://aka.ms/Intro2Code (go to module 3, Customize Jetpack Jumper).
  • Online documentation for how to customize the Jetpack Jumper Complete game at: http://aka.ms/How2Customize.
  • Invite students to watch video interviews with software developers on the importance and value of learning programming: http://aka.ms/Intro2Code (go to module 4, Real Reelz).
Tips

An important feature of this day is that it be fun and engaging. Encourage all of the students to participate, and reassure those that may experience problems that it is a learning process and will become easier every day.

Collaboration is an effective strategy to build confidence and to learn from others.

 

 

Download (DOCX, 129KB)

https://www.udacity.com/course/android-development-for-beginners–ud837

http://freevideolectures.com/Course/2901/Computer-Science-E-76-Building-Mobile-Applications

https://www.learningtree.com/training-directory/

http://www.appmakr.com/

http://forum.xda-developers.com/showthread.php?t=2226029

http://www.appsbar.com/

http://phonegap.com/

http://appyet.com/

http://freevideolectures.com/blog/2011/07/mobile-application-development-courses/

http://app.buildfire.com/index.html#/

http://appinventor.mit.edu/explore/ai2/beginner-videos.html

https://www.khanacademy.org/computing/computer-programming

https://www.codecademy.com/learn#

https://hourofcode.com/us/how-to

http://www.yoyogames.com/gamemaker

Download Visual Studio: https://beta.visualstudio.com/vs/community/

 

READ ALL OF THIS, WATCH THE VIDEOS, AND CLICK ALL THE LINKS!!!: 1st-lab

DOWNLOAD TO YOUR GOOGLE DRIVE: http://mrsweber.net/webapps&coding/Visit%20Venice%20assets.zip

Make an app for Bellevue Community School District.

interview questions

READ ALL OF THIS, WATCH THE VIDEOS, AND CLICK ALL THE LINKS!!!:

 

USE THIS SITE TO HELP YOU

READ ALL OF THIS, WATCH THE VIDEOS, AND CLICK ALL THE LINKS!!!:

 

USE THIS SITE TO HELP YOU

READ ALL OF THIS, WATCH THE VIDEOS, AND CLICK ALL THE LINKS!!!:

 

DOWNLOAD TO YOUR GOOGLE DRIVE: http://mrsweber.net/webapps&coding/Visit%20Venice%20assets.zip

READ AND DO ALL OF THIS INCLUDING CLICKING ALL LINKS & WATCHING ALL VIDEOS: lab-3

 

SCENARIO: You have been hired by the Bellevue Community School District to create an app to promote the district that contains news, activities, and examples of student work. You will need to create an app for the iPhone and an Android phone.

Today:

Search the web for a free iPhone app making site. Look heavily at at least 5 different ones. In a Google Doc shared with me, tell me at least 5 different sites you looked at and which one you have decided to use and why.

 

READ AND DO ALL OF THIS INCLUDING WATCHING ALL THE VIDEOS AND CLICKING ALL THE LINKS: lab-4

READ AND DO ALL OF THIS INCLUDING CLICKING ALL THE LINKS & WATCHING ALL THE VIDEOS: lab-5

R

CREATIVE CODING ACADEMY–See Web Apps & Coding folder in Google Drive

DREAM IT. MAKE IT.–See Web Apps & Coding folder in Google Drive

GOAL: As a graphic designer, you have been hired by Joelle Deppe to create an app for their family business.

  1. Go to http://www.webcowsdeppebros.com/–this is the site we will be creating the app for. The student with the best app will get their’s to go live!!! Here is what needs to be included:
    1. The logo needs to be the app icon &  splash screen DEPPE_LOGO (2)right-click the logo, choose to save image as, save it to your Googe Drive on your machine.
    2. Alerts
    3. Maps
    4. Sale Information – sale catalog, sale videos, sale pictures
    5. Social Media
    6. Attractions
    7. About us
    8. Contact us
    9. Donors
    10. Sires
    11. Champions
  2. Get into groups of 2 and CREATE THE APP
    1. One person in the group needs to be the APP SPECIALIST
    2. One person in the group needs to be the WEB SITE SPECIALIST
    3. Work together to work efficiently
  3. Here is how you can resize the logo:
    1. Save the logo to your Google Drive
    2. Get into Photoshop
      1. Click the Windows button
      2. Type Photoshop
      3. Click it
    3. In Photoshop
      1. File Menu–Open–logo
      2. Image Menu–Image Size–uncheck the Contraint Proportions box–in the size boxes at the top use 640 & 960
      3. Click OK
      4. File Menu–Save as–Save to your Google Drive as Logo640960
    4. Repeat using 173 & 173 for the sizes.
  4. In an Edmodo note, be sure to tell me:
    1. Biggest Achievement?
    2. Biggest Challenge?
    3. What do you have to do next?
    4. What questions do you have?

GOAL: FINISH THE APP TODAY!!!

  1. Typing Club
  2. USING INTERNET EXPLORER, go to http://mobile.conduit.com/
  3. Go to http://www.webcowsdeppebros.com/–this is the site we will be creating the app for. The student with the best app get their’s to go live!!! Here is what needs to be included:
    1. The logo needs to be the app cover or splash screen
    2. Alerts
    3. Maps
    4. Sale Information – sale catalog, sale videos, sale pictures
    5. Social Media
    6. Attractions
    7. About us
    8. Contact us
    9. Donors
    10. Sires
    11. Champions
    1. Get into groups of 2 and CREATE THE APP
      1. One person in the group needs to be the APP SPECIALIST
      2. One person in the group needs to be the WEB SITE SPECIALIST
      3. Work together to work efficiently
    2. Here is how you can resize the logo:
      1. Save the logo to your Google Drive
      2. Get into Photoshop
        1. Click the Windows button
        2. Type Photoshop
        3. Click it
      3. In Photoshop
        1. File Menu–Open–logo
        2. Image Menu–Image Size–uncheck the Contraint Proportions box–in the size boxes at the top use 640 & 960
        3. Click OK
        4. File Menu–Save as–Save to your Google Drive as Logo640960
      4. Repeat using 173 & 173 for the sizes.
  4. RAISE YOUR HAND TO SHOW YOUR TEACHER WHEN YOU ARE DONE!!!
  5. In an Edmodo note, be sure to tell me:
    1. Biggest Achievement?
    2. Biggest Challenge?
    3. What do you have to do next?
    4. What questions do you have?

FINISH THE APP

WATCH THIS AND DO IT

VOTE on the best app in Edmodo.

 

TEST–ONE DAY ONLY

SCENARIO: You have been hired by the Bellevue Community School District to create an app to promote the district that contains news, activities, and examples of student work. You will need to create an app for the iPhone and an Android phone.

Today:

Research the apps for other school districts. In the same Google Doc you shared with me last class, list the school apps you looked at and what ideas you might use that you saw in their app. Also, list ideas that you definitely WON’T use, if any. Toward the end of class, make an outline in the Google Doc of the components you intend to include in your iPhone app for BCSD and where you will get the content for each component.

SCENARIO: You have been hired by the Bellevue Community School District to create an app to promote the district that contains news, activities, and examples of student work. You will need to create an app for the iPhone and an Android phone.

Today:

Create the BCSD app. During class, be sure to get up and look at your classmates’ work to get ideas of your own or offer help to them. At the end of class, in the Google Doc from last class, tell me what you accomplished today and what you still need to do.

SCENARIO: You have been hired by the Bellevue Community School District to create an app to promote the district that contains news, activities, and examples of student work. You will need to create an app for the iPhone and an Android phone.

Today:

Finish the BCSD iPhone app. During class, be sure to get up and look at your classmates’ work to get ideas of your own or offer help to them. At the end of class, in the Google Doc from last class, tell me what you accomplished today and what you still need to do.

SCENARIO: You have been hired by the Bellevue Community School District to create an app to promote the district that contains news, activities, and examples of student work. You will need to create an app for the iPhone and an Android phone.

How do you think this app should be graded? Share this with me in a Google Doc.

Today:

Let’s critique each others apps! Publish your app and paste the link for your iPhone app to the bottom of this web page in the Comments section. Then, view everyone’s app and offer constructive criticism and/or complement on what you liked. In the Google Doc from last class, tell me which one you liked the best and why.

INTRO & INSTALLATION OF VISUAL STUDIO

  1. Go to: https://mva.microsoft.com/en-US/training-courses/visual-basic-fundamentals-for-absolute-beginners-16507?l=0L9k5dpxC_104513192 and log in
  2. Watch the first video
  3. Watch and do the second video

SCENARIO: You have been hired by the Bellevue Community School District to create an app to promote the district that contains news, activities, and examples of student work. You will need to create an app for the iPhone and an Android phone.

How do you think this app should be graded? Share this with me in a Google Doc.

Today:

Let’s critique each others apps! Publish your app and paste the link for your iPhone app to the bottom of this web page in the Comments section. Then, view everyone’s app and offer constructive criticism and/or complement on what you liked. In the Google Doc from last class, tell me which one you liked the best and why.

SCENARIO: You have been hired by the Bellevue Community School District to create an app to promote the district that contains news, activities, and examples of student work. You will need to create an app for the iPhone and an Android phone.

Today:

Search the web for a free Android app making site. Look heavily at at least 5 different ones. In a Google Doc shared with me, tell me at least 5 different sites you looked at and which one you have decided to use and why.

SCENARIO: You have been hired by the Bellevue Community School District to create an app to promote the district that contains news, activities, and examples of student work. You will need to create an app for the iPhone and an Android phone.

Today:

Research the apps for other school districts. In the same Google Doc you shared with me last class, list the school apps you looked at and what ideas you might use that you saw in their app. Also, list ideas that you definitely WON’T use, if any. Toward the end of class, make an outline in the Google Doc of the components you intend to include in your iPhone app for BCSD and where you will get the content for each component.

SCENARIO: You have been hired by the Bellevue Community School District to create an app to promote the district that contains news, activities, and examples of student work. You will need to create an app for the iPhone and an Android phone.

Today:

Create the BCSD app. During class, be sure to get up and look at your classmates’ work to get ideas of your own or offer help to them. At the end of class, in the Google Doc from last class, tell me what you accomplished today and what you still need to do.

SCENARIO: You have been hired by the Bellevue Community School District to create an app to promote the district that contains news, activities, and examples of student work. You will need to create an app for the iPhone and an Android phone.

Today:

Finish the BCSD Android app. During class, be sure to get up and look at your classmates’ work to get ideas of your own or offer help to them. At the end of class, in the Google Doc from last class, tell me what you accomplished today and what you still need to do.

SCENARIO: You have been hired by the Bellevue Community School District to create an app to promote the district that contains news, activities, and examples of student work. You will need to create an app for the iPhone and an Android phone.

Today:

Let’s critique each others apps! Publish your app and paste the link for your iPhone app to the bottom of this web page in the Comments section. Then, view everyone’s app and offer constructive criticism and/or complement on what you liked. In the Google Doc from last class, tell me which one you liked the best and why.

 

CREATING YOUR FIRST VISUAL BASIC PROGRAM & UNDERSTANDING YOUR FIRST VISUAL BASIC PROGRAM

  1. Go to: https://mva.microsoft.com/en-US/training-courses/visual-basic-fundamentals-for-absolute-beginners-16507?l=0L9k5dpxC_104513192 and log in
  2. Watch the third video & do it & leave the file open. Answer these questions in your Google Doc for this class after watching the video:
    1. How do you create a new file in Visual Basic (VB)? Which options do you need to remember to choose?
    2. Should you use spaces in your VB file names?
    3. Visually, how can you tell if a file has been saved?
    4. How do you run a file and what does it look like when you run it?
    5. List the following lines of code in your notes and explain what they do:
      1. Console.WriteLine(“Hello World”)
      2. Console.ReadLine()
  3. Watch the fourth video. Answer the following questions in your Google Doc for this class:
    1. What is the Class Library?
    2. What is the CLR?
    3. What is one phrase that you have used that is from the Class Library?
    4. What does it mean to “Comment Out” code and how do you do it?
    5. What indicates the beginning and ending of the block of code?
    6.  How do you run a program, how does it know what to do first? Where does it look first?

 

GRADE BCSD APPS & PRINT THE QR CODE

 

Working with Code Files, Projects, and Solutions & Understanding Data Types and Variables

  1. Go to: https://mva.microsoft.com/en-US/training-courses/visual-basic-fundamentals-for-absolute-beginners-16507?l=0L9k5dpxC_104513192 and log in
  2. Click on the RESOURCES tab and check VB-Code.zip and click DOWNLOAD. Choose to download it to your Google Drive for this class.
  3. Watch the fifth video
    1. In the video, right around the 8:37 he will begin talking about the file you downloaded. In the SELECT DESTINATION & EXTRACT FILES box DO NOT CHANGE THE LOCATION!! Just click  EXTRACT
    2. Once it is done extracting and the folder opens, double-click VB-CODE
    3. The EXAMPLE he is talking about in the video is in your VB-4 folder. You will have to EXTRACT the EXAMPLE folder when you get to it the same way you extracted earlier.
    4. SHOW ME WHEN YOU ARE DONE
    5. Answer the following questions in the Google Doc for this class:
      1. What is the Solution Explorer?
      2. Files and setting are organized into what?
      3. Projects are organized into what?
  4. Watch the sixth video–Begin doing what he does when he actually creates a new file. Answer these questions in your Google Doc for this class:
    1. What is a variable?
    2. What is Dim?
    3. What is an Integer data type?
    4. What does Console.WriteLine do?
    5. What does Console.ReadLine do?
    6. Why would you Comment Out lines of code?
    7. What is the purpose of using the ampersand (&)?
    8. What is Camel Case?
    9. Whet is the difference between WriteLine and Write?
    10. What does it mean to be “case insensitive”?
    11. What is the difference between an integer and a string?
  5. If time permits, create a new file and make your own file using what you learned.

Branching with the If … Then … Else Decision Statement &  Operators, Expressions, and Statements

  1. Go to: https://mva.microsoft.com/en-US/training-courses/visual-basic-fundamentals-for-absolute-beginners-16507?l=0L9k5dpxC_104513192 and log in
  2. Watch the seventh video. Answer the following questions:
    1. What does it mean to use “logic” in writing code?
    2. What are the new lines of code in this video and what do they do?
    3. How can you use the new code?
  3. Watch the eighth video–you can watch this video outside of class. Answer the following questions:
    1. The file he is using is in the VB-07 folder
    2. What is a statement?
    3. What are expressions?
    4. What is the difference between an operand and an operator?

For … Next Iteration Statement & Understanding Arrays

  1. Go to: https://mva.microsoft.com/en-US/training-courses/visual-basic-fundamentals-for-absolute-beginners-16507?l=0L9k5dpxC_104513192 and log in
  2. Watch the ninth video
    1. What is the new code? How does it work? When would you use it?
    2. How do you set a break point in Visual Studio? When would you use it?
    3. What is a code snippet? How does it work? When would you use it?
    4. How do you step backwards? When would you use it?
  3. Create a new Visual Basic program that will do the following:
    1. Allow a user to enter their name
    2. After entering their name, tell the user “Welcome to _________’s game!”
    3. Have the user enter a number between 1-5
    4. If they enter 1, the message should say “Great Job!” and then print off the numbers 1, 2, 3, 4, 5 in order
    5. If they enter anything else it will say “Incorrect”

Understanding Arrays

  1. Go to: https://mva.microsoft.com/en-US/training-courses/visual-basic-fundamentals-for-absolute-beginners-16507?l=0L9k5dpxC_104513192 and log in
  2. Watch the tenth video
    1. What is an array?
    2. How do you create an array?
    3. How can you programmaticly find out how many items are in an array?
    4. What is a string?
    5. What is char?

Defining and Calling Methods

  1. Watch the eleventh video
    1. What is a method?
    2. What are some reason why you do not want your code to be duplicated several times?
    3. Why is it important to make your code human readable? How can you do it?
    4. What is the difference between a function and a subroutine?
    5. What is the max number of lines of code to be included in a method? Why?
    6. What is a method signature?

While Iteration Statement

  1. Go to: https://mva.microsoft.com/en-US/training-courses/visual-basic-fundamentals-for-absolute-beginners-16507?l=0L9k5dpxC_104513192 and log in
  2. Watch the twelfth video
    1. Which iteration statements do you know so far?
    2. When will you need to use the while iteration statement?

CREATE YOUR OWN GAME

Google Easy Visual Studio Game. See if you can find an easy game to recreate in Visual Studio.  In the Google Doc for this class tell me what you did and how it went.  PERSEVERE!

Working with Dates and Times

  1. Go to: https://mva.microsoft.com/en-US/training-courses/visual-basic-fundamentals-for-absolute-beginners-16507?l=0L9k5dpxC_104513192 and log in
  2. Watch the fourteenth video

Understanding Classes

  1. Go to: https://mva.microsoft.com/en-US/training-courses/visual-basic-fundamentals-for-absolute-beginners-16507?l=0L9k5dpxC_104513192 and log in
  2. Watch the fifteenth video

More About Classes and Methods

  1. Go to: https://mva.microsoft.com/en-US/training-courses/visual-basic-fundamentals-for-absolute-beginners-16507?l=0L9k5dpxC_104513192 and log in
  2. Watch the sixteenth video

Understanding Scope and Accessibility Modifiers

  1. Go to: https://mva.microsoft.com/en-US/training-courses/visual-basic-fundamentals-for-absolute-beginners-16507?l=0L9k5dpxC_104513192 and log in
  2. Watch the seventeenth video

Understanding Namespaces and Working with the .NET Class Library and Getting Familiar with the My Namespace

  1. Go to: https://mva.microsoft.com/en-US/training-courses/visual-basic-fundamentals-for-absolute-beginners-16507?l=0L9k5dpxC_104513192 and log in
  2. Watch the eighteenth & nineteenth videos

Creating and Adding References to Assemblies and Working with Collections

  1. Go to: https://mva.microsoft.com/en-US/training-courses/visual-basic-fundamentals-for-absolute-beginners-16507?l=0L9k5dpxC_104513192 and log in
  2. Watch the twentith and twenty-

Understanding Scope and Accessibility Modifiers

  1. Go to: https://mva.microsoft.com/en-US/training-courses/visual-basic-fundamentals-for-absolute-beginners-16507?l=0L9k5dpxC_104513192 and log in
  2. Watch the seventeenth video

Understanding Scope and Accessibility Modifiers

  1. Go to: https://mva.microsoft.com/en-US/training-courses/visual-basic-fundamentals-for-absolute-beginners-16507?l=0L9k5dpxC_104513192 and log in
  2. Watch the seventeenth video

Understanding Scope and Accessibility Modifiers

  1. Go to: https://mva.microsoft.com/en-US/training-courses/visual-basic-fundamentals-for-absolute-beginners-16507?l=0L9k5dpxC_104513192 and log in
  2. Watch the seventeenth video

Understanding Scope and Accessibility Modifiers

  1. Go to: https://mva.microsoft.com/en-US/training-courses/visual-basic-fundamentals-for-absolute-beginners-16507?l=0L9k5dpxC_104513192 and log in
  2. Watch the seventeenth video

Understanding Scope and Accessibility Modifiers

  1. Go to: https://mva.microsoft.com/en-US/training-courses/visual-basic-fundamentals-for-absolute-beginners-16507?l=0L9k5dpxC_104513192 and log in
  2. Watch the seventeenth video

Understanding Scope and Accessibility Modifiers

  1. Go to: https://mva.microsoft.com/en-US/training-courses/visual-basic-fundamentals-for-absolute-beginners-16507?l=0L9k5dpxC_104513192 and log in
  2. Watch the seventeenth video

Understanding Scope and Accessibility Modifiers

  1. Go to: https://mva.microsoft.com/en-US/training-courses/visual-basic-fundamentals-for-absolute-beginners-16507?l=0L9k5dpxC_104513192 and log in
  2. Watch the seventeenth video
  1. The following platforms may be used to develop the project:
    1. Google’s Android
    2. Apple iOS
    3. Microsoft Windows Phone
  2. Project submissions must include the source code and screen shots of the GUI in PDF format.
  3. The solution must run standalone with no programming errors.
  4. Applications may deploy from a smartphone, tablet, or both, but must be smartphone deployable.
  5. Applications do not need to be available for download from a digital-distribution multimedia-content service.
  6. The app should be shown to the judges.
  7. 2017 NLC Topic:
    1. Create a mobile application that would allow a platform for a digital yard sale to raise funds to attend NLC. The app should allow for the donation of items, including picture, suggested price, and a rating for the condition of the item. The app should allow for interaction/comments on the items. Code should be error free
  8. Project Guidelines
    1. Competitors are expected to follow all applicable copyright laws. Refer to the Format Guide for copyright guidelines.
    2. Any photographs, texts, trademarks, or names used must be supported by proper documentation and approvals indicated on the site or project.
    3. When applicable, the use of templates must be identified.

HERE IS HOW YOUR APP AND PRESENTATION WILL BE SCORED.

 

Google Easy Visual Studio Game. See if you can find an easy game to recreate in Visual Studio.  In the Google Doc for this class tell me what you did and how it went.  PERSEVERE!

 

GOAL: Create a Hangman Game

  1. Get the handout from your teacher and follow the step to create the DESIGN portion of the game.
  2. Show me when you are done.
  3. Click on the VIEW menu and choose CODE
  4. Press CTRL-A on your keyboard to select all the code already there and delete it
  5. Open this

    Download (DOCX, 17KB)

    , press CTRL-A on your keyboard to select all the code and then CTRL-C to copy it
  6. In Visual Studio, CTRL-V to paste it
  7. RUN THE GAME
  8. Now tweek the code to customize the game the way you want it
  9. Get the code handouts from your teacher that describes how the code operates.

Google “Easy Visual Studio Game”. See if you can find an easy game to recreate in Visual Studio.  In the Google Doc for this class tell me what you did and how it went.  PERSEVERE!

 

GOAL: Create a Hangman Game

  1. Get the handout from your teacher and follow the step to create the DESIGN portion of the game.
    1. After you choose NEW PROJECT be sure to click VISUAL BASIC – WINDOWS on the LEFT SIDE OF THE SCREEN (NOT C#!!)
  2. Show me when you are done.
  3. Click on the VIEW menu and choose CODE
  4. Press CTRL-A on your keyboard to select all the code already there and delete it
  5. Open this

    Download (DOCX, 17KB)

    , press CTRL-A on your keyboard to select all the code and then CTRL-C to copy it
  6. In Visual Studio, CTRL-V to paste it
  7. RUN THE GAME
  8. Now tweek the code to customize the game the way you want it
    1. At the end of class we will go around to play and critique each other’s games.
  9. Get the code handouts from your teacher that describes how the code operates.

Google “Easy Visual Studio Game”. See if you can find an easy game to recreate in Visual Studio.  In the Google Doc for this class tell me what you did and how it went.  PERSEVERE!

 

GOAL: Create a Hangman Game

  1. Get the handout from your teacher and follow the step to create the DESIGN portion of the game.
    1. After you choose NEW PROJECT be sure to click VISUAL BASIC – WINDOWS on the LEFT SIDE OF THE SCREEN (NOT C#!!)
  2. Show me when you are done.
  3. Click on the VIEW menu and choose CODE
  4. Press CTRL-A on your keyboard to select all the code already there and delete it
  5. Open this

    Download (DOCX, 17KB)

    , press CTRL-A on your keyboard to select all the code and then CTRL-C to copy it
  6. In Visual Studio, CTRL-V to paste it
  7. RUN THE GAME
  8. Now tweek the code to customize the game the way you want it
    1. At the end of class we will go around to play and critique each other’s games.
  9. Get the code handouts from your teacher that describes how the code operates.

Google “Easy Visual Studio Game”. See if you can find an easy game to recreate in Visual Studio.  In the Google Doc for this class tell me what you did and how it went.  PERSEVERE!

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