Exploring Computer Science Daily Lessons

1. Finish website using the rubric.
2. Present websites

• Review final project

• Document learning in big data and 3D design on individual websites.

1. Work on completing your website using this rubric. Save to a flash drive at the end of class on Wednesday.
2. Have extra time? Watch the videos and do the Navigation Challenge! – open the file labeled "navigation challenge.skp" Stack the similar shapes using the move and rotation tools

• Copy images into website
• Document learning in big data and 3D design on individual websites.

1. Hand in careers in 3D modeling paper.
2. Work on completing your website using this rubric.

• Document learning in big data and 3D design on individual websites.

1. If you have work to finish in SketchUp do that today. Post all work in OneNote on your 3D pages.
   1. House 1
   2. House 2
   3. Inside Room
   4. Table
2. Due Monday at the beginning of class: Read about careers in 3D modeling and fill out this paper

• Complete 3D designs
• Describe opportunities in computer science and 3d careers.

1. News story: A 3D printed house in one day.
2. Catch Up day. Finish something you are working on. Post screenshots in OneNote. Earn points by working on 3D printing.

• Experiment and create with 3D design.

1. House 1
2. House 2
3. Inside Room
4. Table - groups (keep things together) and components (for multiple copies)

• Create groups and components in 3D design
• Use mirror and follow me tools in 3D design
• Use 3D modeling to design furniture

1. Describe some of the many different things that can be 3D printed.
2. For each day you were here, Tuesday-Thursday, complete one of the following and post a screenshot onto your OneNote 3D House page
   1. House 1
   2. House 2
   3. Inside Room

• Describe applications of 3D printing.
• Use 3D modeling to design inside and outside

1. Follow along with the video and create an inside room in SketchUp with the Part 3 video.
2. Check the rubric for points for House 1 and House 2

• Use 3D modeling to build more complex shapes and add features.

1. Demonstration: adding textures, colors, set a size, resize, rasie a roof, move things around
2. Create House #2 using these directions in Sketch Up: double roof, trim and molding. Add all screenshots for house 1 and house 2 to OneNote Class Notes. Add some extra features of your own. Check the rubric for points

• Use 3D modeling to build more complex shapes and add features.

1. Summarize current events in big data.
2. Do a quick whip around to share lessons learned about gathering, cleaning, and displaying results with data.
3. Create a house in Google Sketch-up. (the link is on your desktop) following the tutorial directions to learn how to design 3D models on the computer. SAVE TO YOUR H: drive as HOUSE YOURNAME. Add some interesting colors and features. Put a screenshot in the OneNote Notebook 3D design section.

• Summarzie big data concepts
• Use 3D modeling to create a model

1. Put your infographic on the INFOGRAPHIC page in the COLLABORATION section of the OneNote notebook or print it out and hand it in TODAY
2. Look up a current event in the news on Big Data. [ search for big data ] Summarize in your own handwriting, cite your source and hand it in on paper today or do for homework due tomorrow if you need to finish your infographics.

• Report on current events using big data

1. Presentation: adding value and readability to data with infographics. Consider how data can save lives.
2. Samples of infographics in Canva, infogr.am and piktochart
3. Analyze survey results, aggregate, and create a visually appealing infographic.
   • use Canva, infogr.am or piktochart
   • Insert a picture of your infographic on the INFOGRAPHIC page of OneNote.
4. Share survey results.

• Describe effective designs for infographics
• Create a professional infographic of survey data

1. Presentation: big data .
2. Look at the difference between open ended and limited choice survey data.
3. Analyze survey results, aggregate, and create a visually appealing infographic.
   • Try Canva, infogr.am or piktochart

• Describe the "data litter" that we leave behind
• Analyze and display results of survey data

1. Recap: what is data science and what does a data scientist do?
2. What can be accomplished with data and crowdsourcing? One example: Litterati (6:10)
3. Do a second quick survey about Pride time
4. Discuss how to ask the right questions and analyze data results.
5. Gather data in the class and do a primary analysis of results.

• Describe how data and crowdsourcing can solve problems
• Compare different methods for collecting data.
• Gather meaningful data.

1. What is a data scientist? (from the Udacity data science course)
2. What is an infographic? (see 11 and 1)
3. Things to know about data and computational thinking
4. Take this quick survey about Pride time (log into Office 365)
5. Make a plan and gather data to answer questions.

• Describe what data science is.
• Identify resources to learn about data science.
• Describe what infographics are
• Make a plan and gather data

1. Wrap up debate
2. Presentation: Taking charge of an automated future
3. Summative assignment:
   • Choose 2 impacts and write 2 sentences about what can be done to be sure robotics bring more good than harm: economic, social, environmental, health/welfare, quality of life, education and knowledge.(summative)
   • Complete observation debate logs (summative)
   • Hand in your 10 sources, these must be annotated. (formative)

• Describe postive and negative points made in debate.
• Evaluate debate points made to choose a winner.
• Describe processes to insure a more equitable, positive future (more robots fewer jobs)

1. Look at the University Rover Challenge. Discuss, what could robots do in space?
2. Put a copy of your comic from Wednesday on a new page named COMIC in your JOURNAL section of OneNote.
3. Create a scene in pixton about children 30 years in the future in 2047. (log in with your Office 365 account) and add it to your COMIC journal page.

• Discuss applications of robotics in space
• Create a notebook page with a robot comic and future scene.

1. Prepare for debate. Start with speakers 1 (opening argument 2-3 minutes), 2 ( questions for other team and rebuttal 2-3 minutes), 3 (wrap up: why yours is the best argument 1-2 minutes).
2. Debate. 1 vs 2, 3 vs 4
3. Fill in an observation sheet when the other teams are debating. take notes, think of good questions and points to make when your team is debating.

• Debate whether robots will cause more harm or more good
• Think of good questions, rebuttals, and points to make with back up sources of expert information
• Note points made by other teams.

1. Finish write ups and organization for debate.
2. Create a comic about the interactions between robots and people. Sketch on paper or use an online comic maker like pixton (log in with your Office 365 account) or canva (Create an account using your school email)

• Complete group material organization
• Create a comic reflecting the good or harm of robots in society.

1. Fifteen minutes to prepare for debate. Choose speakers 1 (opening argument 2-3 minutes), 2 ( questions for other team and rebuttal 2-3 minutes), 3 (wrap up: why yours is the best argument 1-2 minutes).
2. Debate on Thursday will be 1 vs 2, 3 vs 4 (anybody who was absent both Friday and Monday will be a judge) Will robots cause more good than harm, or more harm than good?

• Organize group materials
• Debate the possible harm vs. good of robots

1. Prepare for debate in teams in One Note:
   • Organize strongest key points and evidence.
   • Collect good material for counter arguments.
   • BE SURE YOU HAVE YOUR OWN 10 SOURCES in addition to your team resources.
   • Debate tomorrow.

• Collaborate and organize evidence for debate.

1. Troubleshoot common web page errors as a class. Check your online website. Is your robotic page the way it should be?
2. Look into the common job you were assigned. Add 2 things to your paper that are good about using robots in that job and 2 things that could be bad.
3. Gather together the evidence found by your group with specific examples of the positive and negative effects of robots on jobs. Put them in your OneNote group page (find your name). Rate the sources by strength and the arguments by strength.
4. Debate on Tuesday.

• Check uploaded web pages
• Compare positive and negative effects of robotics on specific jobs.
• Collaborate and organize evidence for debate.

1. Copy websites onto flash drives to be graded after school today.
2. Research and gather evidence to support a claim about robots. Gather factual information from reliable sources in a Word document that you should save for your own reference. Gather and summarize at least 10 sources of information, with multiple evidence from each, to support your claim:
   • Robots can have a positive impact on society. Odd numbered groups.
   • Robots can have a negative impact on society. Even numbered groups.

• Copy websites to upload online
• Gather evidence to support a claim about the future impact of robotics

1. Discuss: Does it matter what country is the most technologically advanced?
2. How might robots be used in common jobs? Write down 3 key points in 5 minutes on the number assigned to you then share 1 with the class
3. Review somebody else's robot web page.
4. Make improvements to your web page or coach others

• List skills needed for robots in different jobs and possible effects.
• Review a web page by the rubric
• Make improvements

1. Discuss: How do people train robots to do their job? Is this a good thing?
2. By today: Be sure you watch at least one TED talk that ponders the question: will drones save or destroy us?
3. Summarize the important points made in the videos you watch on your robot web page. Gather additional evidence to support your point of view on whether robots will have a positive or negative impact on America for the upcoming class debate.

• Describe positive and negative effects of robots and drones (flying robots)

What letter is this Finch robot drawing?

forward L 40 R 40
wait 2 seconds
forward L -40 R 40
wait 1 seconds
forward L 40 R 40
wait 1 seconds
forward L -40 R -40
wait 2 seconds

1. Fill out a summative paper about where you are on your robot web page. Hand it in.
2. Work on web pages.

• Summarize progress. Document learning about robots

Thursday warmup: Do you think robots are good or bad and why?

Friday warmup: How many steps did you complete on your robot web page on Thursday?

Create the robot web page in your website folder on your H: drive

1. Add a small picture of a Finch and an Ozobot near the top of the page. Be sure to save pictures in your website folder.
2. Write an introductory paragraph about your experience with robotics.
3. Describe the 3 different kinds of robot control we have been using. (dead reckoning, sensors and keyboard control) using these guidelines
4. Research and describe a way that humans can control robots.
5. Research and describe a way that robots can control each other.
6. Discuss whether you think robots are good or bad and why.

• Document different kinds of robot control (dead reckoning, sensors and keyboard control)
• Describe a way that humans can control robots.
• Describe a way that robots can control each other.
• Discuss whether you think robots are good or bad and why.

What letter is this Finch robot drawing?

forward L 40 R 40
wait 2 seconds
forward L 20 R 40
wait 3 seconds

1. Quiz on loops and robots
2. Finish all of your "S" curve programs
   1. dead reckoning
   2. using light sensors
   3. using keyboard control

The next 2 days will be for working on your robot web page.

• Demonstrate understanding of loops and motion
• Complete 3 different ways to control robot motion

1. Notes: How to calibrate a sensor.
2. Finish the 3 "S" curve programs
   1. Import the code from the Handout drive for sequential code to travel an "S" shaped path using dead reckoning. Test it, save a screen shot in your website folder.
   2. using the light sensors as controllers.
   3. using the keyboard to control the robot with an attractive screen for users.
3. Quiz tomorrow on loops and robots.

• Review loops questions. (Course 3 Stage 11)
• Control robot motion 3 different ways

1. Notes: sequence, events, loops with conditionals, calibration and sensor control
2. Create a dead reckoning program to make the robot travel in a simple "S" shape on the table or floor.
3. Calibrate light sensors
4. Create a program to make the robot travel in a simple "S" shape on the table or floor using the light sensors as controllers.

• Use keyboard control to interact with the robot.
• Program a robot to move using dead reckoning
• Control robot motion with sensors

1. Review the Traffic Light program and Rainbow programs from yesterday
2. Presentation: how to connect keyboard events to robot actions.
3. Create an attractive, interactive, easy to use a robot control program to control robot motion.

• Use keyboard control to interact with the robot.
• Control robot motion with interaction

1. If anybody has a current news summary about robots, please hand it in.
2. Presentation: Finch robot color and speech. Add notes to the back of your Finch note sheet.
3. Make the Traffic Light program using colors and sounds.
4. Challenge: create the Rainbow program with custom colors 

• Set RGB colors and use speech synthesis

1. Presentations about current news about robots.
2. Finch robot program #1. Work with a partner, one person create the program, one person answer the questions in OneNote Class Notes. (be sure to put both names on both products)

• Describe current events in robot technology
• Program a Finch robot to move and change color.

1. Review the Code Studio loop problems.
2. Learn about a different robot: the Finch. Explore the information page about the Finch sensors, fill in the notes. Show answers at the bottom of the page for points.
3. Summaries on current news about robots are due tomorrow for those who did not do bowling.

• Describe different sensors and features of a Finch robot and access them with code.

1. Review the Code Studio Loop problems ( Course 2 Stage 7 Puzzles 6-9 and 13-16; Stage 11 Puzzles 7-12; Course 3 Stage 3 Puzzles 10-13; Stage 11 Puzzles 1-12)
2. If you have finished ALL the loop problems,
   • earn points bowling with ozobots,
   • if not
   • earn points on your own time by summarizing a current news story within the past 6 months about robots in your own words, inlcude a picture and at least 150 words.

• Solve problems using loops
• Plan with color codes or research modern robots.

1. Watch the Ozobot follow lines.
2. Review the Ozobot color codes.
3. Outline the algorithm together that controls the Ozobot line following
4. When offered a choice of turns, Ozobot chooses randomly. Try the Ozo-Race. What codes are used?
5. Experiment with codes and lines

• Control the ozobot using color codes and line following

1. Use dead reckoning to navigate a maze with the Ozobot robot. Include a pause for adjustment in the middle.
2. Program the Ozobot, using loops, to make different turns at different colors like this example. Be sure it moves in small enough steps (5 mm) to pick up the colors to make a "Z" and find treasure
   • Be sure to follow these steps: Calibrate the robot to the screen, load the program, calibrate the robot to the paper. double click to start the program.

• Use sequence and iteration to control the robot with and without sensors.

1. Solve loop problems in the Code Studio. BE SURE TO LOG IN(6 points)
   1. Debug problems with loops. (Stage 11 Puzzles 7-12)
   2. Solve (3Stage 3 Puzzles 10-13)
   3. Do Stage 11 course 3 nested loops puzzles 1-12
2. Reflect in One Note ( 2 points)
   1. At the bottom of your Loop Reflection page in the Journal section of OneNote Describe a kind of problem that could be solved using nested loops.

• Solve problems that use repetition and reflect

1. Solve loop problems in the Code Studio (6 points)
   1. Solve artist loops (Stage 7 puzzles 6-9 and 14-16)
   2. Create an original, interesting drawing with varied colors and mulitple loops. (Stage 7 puzzle 13)
2. Reflect in One Note ( 4 points)
   1. On the Loop Reflection page in the Journal section of OneNote Describe processes in the real world that use loops and reflect on puzzles solved.

• Solve problems that use repetition and reflect

1. Robots
   1. Repetition is a strength of robots. Practice writing things in loops
   2. Do 5 practice loop problems drawing with the Artist
   3. Plan how to solve loop problems together.
   4. Do 2 practice loop problems assigned on your paper with the robot.

• Use dead reckoning to program a robot
• Use sensing and loops to program a robot

1. Data:
   1. Motivation results
   2. Project evaluation results. How do we share and analyze the project evaluation data from yesterday?
2. Robots:
   1. Discuss incremental design: Control the robots on the screen using dead reckoning. Do puzzles 2, 6 and 8

• Compare methods for gathering data.
• Brainstorm ideas for organizing data
• Control a virtual robot using dead reckoning.

1. Share research on robots.
2. Review Stage 9 Puzzle 15 projects. Hand in a glow and grow after evaluating 4 other projects. Enter your vote for the top 2.

• Share robot research
• Review game/story projects

DO THIS WORK TODAY. IT WILL GO ON 4th QUARTER.
Thank you to everyone who did good work yesterday. If you have an excused absense you can make up yesterday's work and let me know when you are finished.

1. We are going to be studying robots. Research different robots and the ways that they move. Either print your answers ON A SINGLE PAGE and hand them in, or paste them into your Class Notes in the OneNote notebook.

• Investigate modern robots and the many ways that they move.

DO THIS WORK TODAY. IT WILL GO ON 3RD QUARTER.
THESE WILL BE GRADED THIS EVENING.

1. Do Stage 12 Puzzles 4,5,6, 7 and 9 (all very short) about the isTouching property on the Code Studio.
2. Original Stage 9 Puzzle 15 projects will be graded on Wednesday according to this rubric

• Use the isTouching property to test when sprites are touching.

1. Put a link to your creation in the OneNote Collaboration section on the Stage 9 page NOW!
2. Fill in the survey on ECS and coding.
3. Put finishing touches on original stories or games.

• Add final touches to projects.
• Submit feedback on class engagement

1. Finish Stage 9 Puzzle 15 original game or story animation.
2. Put a link to your creation in the OneNote Collaboration section on the Stage 9 page

• Complete original creations.

1. Presentation: game pseudocode and rolling dice.
2. Finish Stage 9 Puzzles that will be graded today: 3, 4, 8 and complete any one of these: 11, 12 or 13
3. You have until the end of class tomorrow to finish your original game or animation for points. We will show them in class on Friday.

• Write pseudocode to describe sprite behavior.
• Develop original creations.

1. Presentation: game elements and how they are made
2. Continue Stage 9 Puzzles.
3. Work on your original game or animation but keep track of what's worth points. Plans are due in OneNote Project section today.

• Develop an original game or animation

1. Presentation: compound conditions and nested IF.
2. Continue work on Work on Stage 9 Puzzles.
3. Create a plan for your Stage 9 Puzzle 15 interactive animation or simple game of your own design in OneNote Projects.

• Use compound and nested conditionals.
• Plan a game or animation.

1. Work on Stage 9 Puzzles. Brainstorm an original idea with a partner and create something unique for puzzle 11.
   • The sprite should move up, down, left, and right if the corresponding arrow key is pressed.
   • The sprite should not go all the way off the screen in any direction.

• Create complex conditions in code

1. Presentation on more complex conditionals.
   Fill in side 2 of notes.
2. Do Stage 9 Puzzles

• Write pseudocode for conditionals with IF-ELSE
• Write code that uses IF-ELSE

1. Presentation: fill in notes on Complex conditionals.
2. Do Stage 9
   1. Vocabulary
   2. Video
   3. Do puzzle 3

• Evaluate and create complex boolean expressions

1. Presentation Common errors, debugging strategies
2. Go over Stage 8 activities Lessons 8,9,16. Plan together pseudocode for Lesson 16 Challenge

• Control sprites with conditionals and keypresses

1. Presentation How to explain to a computer exactly what to do.
2. Go over Stage 8 activities Lessons 8,9,16. Plan together pseudocode for Lesson 9 Challenge

• Use calculations to determine when 2 things are touching.

1. Why would it be better to say rocket.y < moon.y instead of ==?
2. Go over Stage 8 activities Lessons 8,9,16. Plan together pseudocode for Lesson 8 Challenge

• Plan conditional statements in pseudocode.

1. What good things can we say about ECS? Get ready to present to middle school tomorrow.Watch the new promo video for CSD, the new version of ECS.
2. Go over Stage 8 activities.
   1. Lesson 8: race car winner [Challenge: identify the winner when 2 cars are moving randomly]
   2. Lesson 9: pop the balloon [Challenge, add a sharp pin to cause the pop using code to determine contact]
   3. Lesson 16 moving and changing sprites. [Challenge: create a second sprite of your own original design to control]

• Summarize benefits of taking a CS class to share with middle schoolers.
• Intepret conditional statements

1. QUIZ
2. Work on Stage 8 Conditionals.
3. Boolean video

• Use booleans and conditionals

What should be written?:

IF today's date is odd
-- write red
ELSE
-- write green

1. Kahoot jumble. Quiz tomorrow on programming and web design.
2. Introduction to Boolean and conditionals.
3. Check online websites. Survey: where are people stuck?
4. Save remaining websites onto flash drives

• Define booleans and conditionals
• Identify challenges to date

1. Finish paper review side 2. Keep these until next Tuesday's quiz then hand them in for points.
2. Do a group Kahoot review #1 for points.
3. Save websites onto Flash drives.

• Review programming and web design topics
• Share projects and websites.

1. Fill in a paper review side 1. Keep these until next Tuesday then hand them in for points.
2. Review of web terms in Kahoot [ beat your old score: 2nd, 3rd, 6th ]
3. Finish working on programming web pages to finish all required parts

• Review web design topics
• Finish an attractive programming web page.

1. Kahoot review [ beat your old score: 2nd period, 3rd period, 6th period]
2. Continue working on programming web pages to finish all required parts

• Review programming topics.
• Create an attractive programming web page.

1. Share Stage 6 projects in OneNote
2. Work on your programming web page in Dreamweaver.
   • Link your index.html to your programming.html
   • Fill in all of the required parts to show your projects from Stage 1 and Stage 6

• Create a programming web page to document what has been learned about coding.

1. Share Stage 6 projects. Get the code to put your Stage 1 and Stage 6 projects onto your programming web page in Dreamweaver. Write a reflection on what you've learned about programming including at least 5 of last week's vocabulary words.
2. Work on programming web page. What is easy about programming? What is challenging? What is pseudocode? Give an example on your page.

• Share projects.
• Create a webpage about programming that displays your original projects and what you learned.

1. Finish Stage 6 original, creative project. Fill out journal reflection and hand it in.

• Add original motion and control to projects

1. Check rubric for points.Write up a pseudocode plan for your Stage 6 project.
2. Work on Stage 6 original, creative project to finish tomorrow in class.

1. Review: text/blocks, getting coordinates, debugging
2. Pseudocode: describe repeated motion and movement in detail. Remix the project to add the missing parts.

• Add repeated motion and keyboard control to a remix project

1. Vocabulary: comment, console, console.log
2. Remix: Add some excitement to this space scene.
3. Copy your Stage 6 project into the Game Lab and add more features. Experiment! Be creative!

• Experiment with collisions and conditionals

1. Vocabulary: criteria, constraint
2. Look at Stage 6 Notes.
3. On your own, choose 1 of the 5 final projects at the end of Stage 6 and make it clever and original.
4. Add notes to your weekly warmup paper to document your ideas, your success, and your challenges.

• Combine, random, rotation, scale, and other properties of sprites to create an original project remix.

1. Vocabulary: counter pattern, object, Game object.
2. Look at Stage 6 Puzzle 8 and 10 together. Complete these for points.
3. Pair Programming: Finish Stage 6. Choose an ending project and make it clever and original.
4. Add notes to your weekly warmup paper to document what you learn.

• Use rotation, scale and mouse properties.

1. Vocabulary: scale, mouseX, mouseY
2. Pair Programming: Finish Stage 5 , Do Stage 6 up to Lesson 8
3. Add notes to your weekly warmup paper to document what you learn.

• Add images to sprites
• Modify sprite properties

1. Discuss sprites. Vocabulary: sprite, property
2. In Stage 5 discuss lesson 11, watch video and do up through lesson 16 (debugging) using pair programming.
3. Catch up day.

• Animate with sprites
• Use dot notation to access object properties

1. Quiz recovery points.
2. Vocabulary: object, sprite, property.
3. Activity: identify variables Stage 5 Lesson 2
4. Video on sprites
5. Do Stage 5 up to lesson 10. We'll discuss this Monday and have a catch up day.

• Create objects with properties
• Instantiate sprites
• Change object properties.

1. Quiz
2. What is happening in this code? Read it together and try to explain as precisely as possible how it works.
3. Finish Stage 4 and add something original and creative to the final animation.

• Change variables with assigment statements and expressions.

1. Review vocabulary, drawing commands (line,ellipse,rect,regularPoly) and variable assignment for tomorrow's quiz.
2. Work with partners using pair programming
3. Stage 4: Work together, switch places often, discuss each step to be sure both partners have mastered each concept.

• Use variables to control animation.

1. Work with partners using pair programming
2. Stage 3: Variables activity on paper
3. Stage 4: Work together, switch places often, discuss each step to be sure both partners have mastered each concept.

• Create variables
• Assign values
• Evaluate assignment expressions
• Use counter variables

1. Presentation:
• computing vocabulary: algorithm, design process, debugging, functions and parameters.
• techniques: text mode and version history
2. Modify a program together. Plan and remix using notes.
3. Look at original animations. Share animation learning.

• Use a systematic design process to modify an existing program.
• Define essential programming vocabulary.

1. Presentation Stage 2 lesson 11.
2. Gallery walk: Original drawings.
3. Write and hand in your own quiz question about stage 2.
4. Dont't forget (by today): Go for an "A" in Animation.

• Evaluate shape programs
• Add backgrounds, change frame rate, animate objects.

1. Presentation: What skills are needed? Fill in information for lessons 10,14 and 18 in stage 1.
2. Work on correcting problems in Stage 1 and on Stage 2

• Discuss skills for success.
• Analyze patterns in parameters for shape functions in Stage 1

1. Presentation: tricky shapes to make, random drawing. How to use help and experimentation to figure out new things.
2. Pair Programming. Do Stage 2 puzzles 3-5 and fill out the paper. Continue as a pair and do puzzles 6-7. Stop here to discuss as a class steps 8-10 then continue.
3. Dont't forget (by 2/3): Go for an "A" in Animation.

• Use random values to draw shapes.
• Use loops to create animation

1. Course selection: what's available in technology. (grade level assemblies)
2. Review the rubric for the original drawing (Stage 1 lesson 20). Tomorrow we will do a gallery walk of drawings.

• Discuss technology course options
• Add improvements to original drawings.

1. An overview of Stage 2: animation
2. Discuss random numbers: Do Stage 2 puzzles 2-3 together.
3. Finish your original drawing in Game Lab: Unit 3 Stage 1. Lesson 20

• Create programs with random outcomes.

1. Discuss how equations create motion in animation.
2. Finish Game Lab: Unit 3 Stage 1. Lesson 20 is to create your original drawing on the computer.
3. Over the next week (by 2/3): Go for an "A" in Animation.

• Create 2D shape drawings with code.
• Describe the use of computation in animation.

1. Discuss animation.
2. Learn why Code Studio had problems on Friday (hint: the answer has to do with bits)
3. Work in Game Lab: Plan a drawing and do Unit 3 Stage 1

• Draw text and irregular shapes with color in code.

1. Animation involves drawing many individual shapes and lines over and over again to simulate motion. Go to the PIXAR section of Khan Academy and Watch the introduction and do the sections on simulating hair.
   • If you cannot remember your Khan Academy account information, watch the videos and write down notes to hand in.

• Describe how computer animation creates realistic motion.

1. Complete CSD Game Lab: Unit 3 Stage 1 - puzzles 8-16
   1. Watch the video for step 7 (it has subtitles)
   2. If you cannot log in, answer these problems on your own paper.

• Accurately create code to combine shapes into pictures

1. Watch the video introduction to GameLab. (2:39)
2. Do a paper drawing created by somebody else.
3. Log in to Code.org (through clever.com if needed) and do steps 3-6 of the Game Lab.

• Create shapes using code