Ultima actualizare: 23.08.

2016
PLANURI DE LECȚII

Introducere în informatică

Rezumatul Curriculumului
Nivel: Începător
4 sesiuni de codare de 45-60 minute

Prezentare generală
Cu mediul potrivit, învățarea elementelor de bază despre sintaxa formală și
codul de tastare poate fi distractivă și intuitivă pentru elevi încă din clasa a III-
a. În loc de limbaje de programare vizuală bazate pe blocuri care împiedică
înțelegerea corectă a codului de către elev, CodeCombat introduce codificare
reală de la primul nivel. Prin consolidarea abilităților lor de tastare, sintaxă și
depanare, le dăm putere studenților să se simtă capabili să construiască
programe reale cu succes.

Acest ghid este scris având în vedere sălile de clasă în limbajul Python, dar
poate fi adaptat cu ușurință pentru JavaScript.

Domeniul de aplicare și secvența

Modul Niveluri Transfer goluri

1. Sintaxă de bază 1-6 Apelați funcțiile în ordine
2. Bucle 7-14 Repetați secvențele de cod
3. Variabile 15-20 Salvați și accesați datele
4. Review - Multiplayer Arena 21 Master syntax and sequencing
Core Vocabulary
Basic Syntax - the basic spelling and grammar of a language, and must be
carefully paid attention to in order for code to properly execute. For example,
while Python and JavaScript are used to do similar things in Course 1, the
syntax for them is noticeably different, because they are different
programming languages.

Object - a character or thing that can perform actions.

String - a type of programming data that represents text. In both Python and
JavaScript, strings are represented by text inside quotes. In Course 1, strings
are used to identify objects for the hero to attack.

Function - an action performed by an object.

Argument - extra information passed into a method in order to modify what

the method does. In both Python and JavaScript, arguments are represented
by code that is inside the parentheses after a method. In Course 1, arguments
must be used to define enemies before the hero can attack them, and can also
be used to move multiple times without writing new lines of code.

Property - data about or belonging to an object.

While Loop - used to repeat actions without the player needing to write the
same lines of code over and over. In Python, the code that is looped must be
indented underneath the while true statement. In JavaScript, the code that is
looped must be enclosed by curly brackets {}. In Course 1, while loops repeat
forever, and are used to navigate mazes made up of identical paths, as well as
attack objects that take a lot of hits to defeat (strong Doors, for example).

Variable - a symbol that represents data, and the value of the variable can
change as you store new data in it. In Course 1, variables are used to first
define an enemy, and then passed along as an argument to the attack method
so that the hero can attack the right enemy.

MODULE 1
Basic Syntax
Summary
The puzzles in these levels are framed as mazes for students to solve using
Computational Thinking and computer programming. They are designed to be
a gentle introduction to Python syntax through a relatable medium.

The hero starts at a particular place and has to navigate to the goal without
running into spikes or being spotted by ogres.

Some students may want to delete their code every time and only type the
next step. Explain to them that the code must contain all the instructions from
start to finish, like a story: it has a beginning, a middle, and an end. Every time
you click Start, the hero returns to the beginning.

Transfer goals
Use Python syntax
Call functions
Understand that order matters

Standards
CCSS.Math.Practice.MP1 Make sense of problems and persevere in solving
them.
CCSS.Math.Practice.MP6 Attend to precision.

Instructive Activity: Basic Syntax (10 mins)

Explain (3 mins)
Syntax is how we write code. Just like spelling and grammar are important in
writing prose, syntax is important when writing code. Humans are good at
figuring out what something means, even if it isn’t exactly correct, but
computers aren’t that smart, and they need you to write with no mistakes.
code example: hero.moveRight()
vocabulary: (object) (function)
read aloud:
“hero dot move right”

Objects are the building blocks of Python. They are things or characters that
can perform actions. Your hero is an object. It can perform the moving actions.

Functions are actions an object can do. moveRight() is a function. Function

names are always followed by parentheses. The order of functions matters!

Interact (5 mins): Recycling Robot

Practice giving written instructions using Python functions in order.

Materials: Desk or table, recycling bin, balls of paper to recycle

You (the teacher) are going to be the robot that the class controls using
functions. The goal of this exercise is for the class to collectively write a
program like this:

teacher.pickUpBall()
teacher.turnRight()
teacher.moveForward()
teacher.moveForward()
teacher.turnLeft()
teacher.moveForward()
teacher.dropBall()

The experience should introduce them to Python syntax (including the dot
between the object and function, and the parentheses at the end) and the
importance of order in a sequence of instructions.

At the front of the class, set some scrunched up paper balls on a flat surface.
Place the recycling bin a few steps away. Explain that you are a recycling robot,
and the class’s job is to program you.

The robot is a Python object. What is your name in Python? Whatever you
choose, make sure it starts with a lower-case letter. Write it on the board.

teacher

To make the robot perform an action, you have to call a function. Write a dot
after your object name, then decide as a class what the first action should be.
After the dot, write the function name followed by empty parentheses. Off to
one side, draw a “Run” button.

teacher.pickUpBall()

Have a volunteer press the “Run” button to run the program and test that it
works.

It is important that you reset yourself and the paper balls every time the code
is changed, and run the whole program from the beginning.

Invite students to add code to the program one at a time. If there is an error in
the syntax, make a funny beeping sound and stop. Have the class work
together to write and rewrite the program until you successfully get a ball in
the recycling bin.

Reflect (2 mins)
Why is syntax important? (It lets you be specific about exactly what you want
to happen.)

Does order matter? (yes)

Can a human understand the directions even if there’s a mistake in the

syntax? (sometimes)

Can a computer? (no)

Coding Time (30-45 mins)

First time students will need to create accounts
For additional information
on helping students create account, see our Teacher Getting Started Guide
(http://files.codecombat.com/docs/resources/TeacherGettingStartedGuide.pdf).

Allow the students to go through the game at their own pace, keeping notes
about every level on paper or digital document. We recommend using
following format, which you can also print out as templates: Progress Journal
[PDF] (http://files.codecombat.com/docs/resources/ProgressJournal.pdf)
Level #: _____ Level Name: ____________________________________
Goal: __________________________________________________________
What I did:

What I learned:

What was challenging:

Circulate to assist. Draw students’ attention to the instructions and tips.

If student have trouble breaking the problem down, refer to the Engineering
Cycle Worksheet [PDF]
(http://files.codecombat.com/docs/resources/EngineeringCycleWorksheet.pdf)
to reinforce the steps to solving each puzzle.

Written reflection (5 mins)

Select appropriate prompt(s) for the students respond to, referring to their
notes.

Tell me how to play CodeCombat.

You have to move to the gem without hitting the spikes. I

learned that you have to type “hero.” then the moving code.
You have to spell it right and put () at the end. But it shows
you the things you can type and you can click on them
instead. You click RUN to make it go. You can try as many
times as you need.

What’s the difference between an object and a function?

The object is the hero and she has functions that are things
she can do. The object has a dot after it and the function has
().

How can you tell when you’ve made a mistake in your code? How do you
fix it?
 Sometimes the code doesn’t won’t run because there is a
mistake in it. They put a red ! next to the mistake and try to
help you. You have to read the code to figure out what’s
wrong.

Why is your hero in the Kithgard Dungeon? What is your quest? Are you a
good guy or a bad guy? (write your own backstory)

I went into the Kithgard Dungeon to steal gems from the

ogres. I need to get a lot of gems to pay the ransom for my
village, otherwise a big bully monster will destroy it and my
family will be homeless. I think I’m a good guy but the ogres
probably think I’m bad because I’m stealing from them.

MODULE 2

Loops
Summary
Up to now, students have had to write long sequences of actions with no
shortcuts. These levels introduce loops, which allow them to achieve more
with fewer lines of code.

The puzzles in this section are harder to solve than in the first module.
Encourage collaboration among your students, as they first must understand
what their goal is, then devise a strategy for solving the level, then put that
plan into action.

Transfer Goals
Write an infinite loop
Break a problem into smaller pieces
Decide which parts of an action repeat
Standards
CCSS.Math.Practice.MP1 Make sense of problems and persevere in solving
them.
CCSS.Math.Practice.MP8 Look for and express regularity in repeated
reasoning.

Instructive Activity: Loops (10 mins)

Explain (3 mins)
A loop is a way of repeating code. One way of writing loops uses the keyword
while, followed by an expression that can be evaluated as True or False. while
is a special word that tells the computer to evaluate (or solve) what comes
after it, and then do the actions indented underneath until the expression
becomes False.

These levels in CodeCombat require an infinite loop, or a loop that repeats

forever. For that, we need an expression that is always true. Luckily, True is a
Python shortcut that always evaluates as True!

Below, while is the keyword, and True is the expression

while True:
hero.moveRight() # action
hero.moveUp() # another action

You can put as many lines of code as you want inside the loop. They all have to
be indented with four spaces. That’s how Python knows they’re part of the
loop. Indentation is an important part of Python! Whenever you have a
problem with your code, check the indentation first.

Interact (5 mins)
As a class, think of as many ways as possible of writing a repeating action in
English. (Use the following examples if students have a hard time thinking of
their own.)
Circle the English words that tell you it’s a loop. Rewrite these instructions
using while . Check indentation. Label each part as keyword, expression, or
action. Here are some examples to get you started:

Keep walking until you get to the door. While you are not at the door, keep
walking.
while door = 0:
walk()

Bounce the ball five times. While bounces are less than 5, bounce the ball.

while bounces < 5 :

ball.bounce()

Put away every toy. While there are still toys out, put a toy away.

while toys > 0:

putAway(toy)

Have students take turns writing, checking, and labelling the code until it
becomes easy.

Reflect (2 mins)
What is a loop? (a way of repeating actions)

What is an expression? (something that is True or False, usually using =, <, or

>)

How do you write a loop that never ends? (Use while True )

Coding Time (30-45 mins)

Allow the students to go through the game at their own pace, keeping notes
about every level on paper or digital document. We recommend using
following format, which you can also print out as templates: Progress Journal
[PDF] (http://files.codecombat.com/docs/resources/ProgressJournal.pdf)

Level #: _____ Level Name: ____________________________________

Goal: __________________________________________________________
What I did:

What I learned:

What was challenging:

Circulate to assist. Draw students’ attention to the instructions and tips.

Focus on debugging, employing appropriate strategies for getting yourself

unstuck. Use your class/school’s growth mindset guidelines, use the
Engineering Cycle Worksheet [PDF]
(http://files.codecombat.com/docs/resources/EngineeringCycleWorksheet.pdf)
as an unblocking tool, or ask them to follow this list:

1. Read the comments line by line

2. Read your code line by line
3. Read the hints
4. Explain the problem you’re having to a neighbor
5. Press the reload button and try again
6. Ask the teacher

Written Reflection (5 mins)

Tell me how you used a shortcut to save time and effort.

I used while True to make my code repeat forever. I had to

remember to put four spaces on each line. It’s good because
you don’t have to type all the code.

What are the things you have to remember to write an infinite loop?

You have to type while True, and remember to put a : after it.
On the next line, put four spaces before your code. If you
want more than one line to repeat, they all have to have four
spaces.

Can you give me tips about solving these kinds of levels? Give an
example.
 You have to see what are the things that repeat. Sometimes it
is just one thing, and sometimes it is lots of things. For
example, in the Haunted Kithmaze you go to a dead end if you
just put moveRight() in the loop because it just goes right,
right, right forever. You also have to do moveUp() so it goes
right, up, right, up.

MODULE 3

Variables
Summary
These levels introduce the game mechanic of attacking. Attacks will not work
unless you specify whom to attack ( hero.attack() is wrong;
hero.attack(jeremy) is correct.)

Some of these puzzles can be hard for some students to wrap their heads
around. Make sure they read the instructions thoroughly and understand the
goal of each level. The challenge depends on not knowing the names of the
objects you want to manipulate. Think of variables like nicknames for referring
to objects when you don’t know what else to call them.

Transfer Goals
Create a variable
Use a variable as an argument
Choose appropriate variable names

Standards
CCSS.Math.Practice.MP1 Make sense of problems and persevere in solving
them.
CCSS.Math.Practice.MP2 Reason abstractly and quantitatively.

Instructive Activity: Variables (10 mins)

Explain (3 mins)
A variable holds your data for later. You make a variable by giving it a name,
then saying what value it should hold.

enemy = “Kratt”
The variable enemy holds ( = ) the value "Kratt"

Now you can use your variable instead of the value itself!

hero.attack(“Kratt”) is the same as hero.attack(enemy)

So a variable can stand in for a value.

Variables can also be changed and checked. You could say score = 0 , and
then later score = 1 . Or you could use your variable is in the expression for
loop, i.e. while score < 10 :

Interact (5 mins)
As a class, discuss your preconceptions of the word “variable.”

In math, it is a symbol that stands in for a number, which you are usually
solving for.

In science, it’s a part of an experiment that can change and be observed.

Which aspects of coding variables are like the math kind, and which are like
science?

Reflect (2 mins)
How do you create a variable? (variable = something)

What can you use a variable for? (Standing in for a value, checking it in a
loop)

Can you use a variable before you create it? (No, it won’t exist yet!)

Coding Time (30-45 mins)

Allow the students to go through the game at their own pace, keeping notes
about every level on paper or digital document. We recommend using
following format, which you can also print out as templates: Progress Journal
[PDF] (http://files.codecombat.com/docs/resources/ProgressJournal.pdf)

Level #: _____ Level Name: ____________________________________

Goal: __________________________________________________________
What I did:

What I learned:

What was challenging:

Circulate to assist. Draw students’ attention to the instructions and tips.

Focus on clearly communicating the goal of the level, and describing the
problem they are currently facing. Remind students to read their code from
start to end before asking you for help. Most problems can be solved by
inserting missing quotation marks or fixing indentation.

Written Reflection (5 mins)

What was the hardest puzzle you solved today? How did you solve it?

15 was a hard level. There were lots of enemies and I died. So

I did a loop for attack, but I didn’t know the name of who to
attack. So I clicked on the glasses and it said I could use
findNearestEnemy , but it didn’t work without saying enemy = .

Then I could attack(enemy) and it worked.

Write a user manual for findNearestEnemy.

The hero can see which enemy is closest by writing

hero.findNearestEnemy() . But you have to remember which
one it is in a variable. You can say
enemy = hero.findNearestEnemy() . Then you can attack the
enemy on the next line by saying hero.attack(enemy) .

MODULE 4
Review - Multiplayer Arena
Summary
The arena level is a reward for completing the required work. Students who
have fallen behind in the levels or who have not completed their written
reflections should use this time to finish. As students turn in their work, they
can enter the Wakka Maul arena and attempt multiple solutions until time is
called.

See the Arena Levels Guide (/teachers/resources/arenas) for more details.

Transfer Goals
Write accurate Python syntax
Debug Python programs
Refine solutions based on observations

Standards
CCSS.Math.Practice.MP1 Make sense of problems and persevere in solving
them.
CCSS.Math.Practice.MP2 Reason abstractly and quantitatively.
CCSS.Math.Practice.MP6 Attend to precision.

Coding Time (40-55 mins)

Have students navigate to the last level, Wakka Maul, and complete it at their
own pace.

Rankings**
Once students beat the default computer they will be put in for the class
ranking. Red teams only fight against blue teams and there will be top
rankings for each. Students will only compete against the computer and other
students in your CodeCombat class (not strangers).
Note that the class rankings are plainly visible. If some students are
intimidated by competition or being publicly ranked, give them the option of a
writing exercise instead:

Write a walkthrough or guide to your favorite level

Write a review of the game
Design a new level

Dividing the Class

Students must choose a team to join: Red or Blue. It is important to divide the
class as most students will choose red. It doesn’t matter if the sides are even,
but it is important that there ARE players for both sides.

Divide the class into two randomly by drawing from a deck of cards.
Students who turn in their work early join the blue team, and latecomers
play red.

Refining the Code

Code for Wakka Maul can be submitted more than once. Encourage your
students to submit code, observe how it fares against their classmates, and
then make improvements and resubmit. In addition, students who have
finished the code for one team can go on to create code for the other team.

Reflect (5 mins)
Class discussion: How is coding a solution different from controlling a
hero in real time?

You have been playing a game that requires you to think about a whole plan in
advance, then let the hero carry out your instructions without intervention.
This differs dramatically from the traditional way of playing video games by
directly controlling the hero and making decisions while the game is running.
Talk about how these differences feel. Which is more fun? Which is harder?
How does your strategy change? How do you deal with mistakes?