DEPARTMENT Technology Education COURSE Introduction to Coding

Introduction to Coding 7/8

Revised by Evan Noone

July 2021
DEPARTMENT Technology Education COURSE Introduction to Coding

Pacing Guide

Week Marking Period 1 Week Marking Period 3

1 UNIT1: PROBLEM SOLVING 21

2 UNIT1: PROBLEM SOLVING 22

3 UNIT1: PROBLEM SOLVING 23

4 UNIT 2: WEB DEVELOPMENT 24

5 UNIT 2: WEB DEVELOPMENT 25

6 UNIT 2: WEB DEVELOPMENT 26

7 UNIT 2: WEB DEVELOPMENT 27

8 UNIT 2: WEB DEVELOPMENT 28

9 UNIT 2: WEB DEVELOPMENT 29

10 UNIT 3: INTERACTIVE GAMES AND 30

ANIMATIONS

Week Marking Period 2 Week Marking Period 4

11 UNIT 3: INTERACTIVE GAMES AND 31

ANIMATIONS

12 UNIT 3: INTERACTIVE GAMES AND 32

ANIMATIONS

13 UNIT 3: INTERACTIVE GAMES AND 33

ANIMATIONS

14 UNIT 3: INTERACTIVE GAMES AND 34

ANIMATIONS

15 UNIT 3: INTERACTIVE GAMES AND 35

ANIMATIONS

16 UNIT 4: INTRODUCTION TO PYTHON 36

17 UNIT 4: INTRODUCTION TO PYTHON 37

18 UNIT 4: INTRODUCTION TO PYTHON 38

DEPARTMENT Technology Education COURSE Introduction to Coding

19 39

20 40

Core Instructional & Supplemental Materials including various levels of Texts

● Tinkercad Codeblocks
● Scratch 3.0 for JavaScript
DEPARTMENT Technology Education COURSE Introduction to Coding

Time Frame 3 Weeks

Topic

UNIT1: PROBLEM SOLVING

BRIEF SUMMARY OF UNIT: Unit 1 is a highly interactive and collaborative introduction to the
field of computer science, as framed within the broader pursuit of solving problems. Through a series
of puzzles, challenges, and real world scenarios, students are introduced to a problem solving process
that they will return to repeatedly throughout the course. Students then learn how computers input,
output, store, and process information to help humans solve problems. The unit concludes with students
designing an application that helps solve a problem of their choosing.

Alignment to Standards

NJ CCS - Technology:
8.1.8.F.1 - Explore a local issue, by using digital tools to collect and analyze data to identify a solution
and make an informed decision.
8.2.8.E.1 - Identify ways computers are used that have had an impact across the range of human
activity and within different careers where they are used.
8.2.8.E.3 - Develop an algorithm to solve an assigned problem using a specified set of commands and
use peer review to critique the solution.
CSTA:
2-AP-15 - Seek and incorporate feedback from team members and users to refine a solution that meets
user needs.
2-AP-18 - Distribute tasks and maintain a project timeline when collaboratively developing
computational artifacts.
2-CS-02 - Design projects that combine hardware and software components to collect and exchange
data.

Learning Activities & Key Concepts and Skills

ESSENTIAL QUESTIONS THAT WILL FOCUS TEACHING AND LEARNING:

● What strategies and processes can I use to become a more effective problem solver?
● How do computers help people to solve problems?
● How do people and computers approach problems differently?
● What does a computer need from people in order to solve problems effectively?

GUIDING QUESTIONS:
● How can we work together to problem solve?
DEPARTMENT Technology Education COURSE Introduction to Coding

● What are the benefits to collaboration?

● How would you solve a problem?
● How do computers know how to solve problems?

ESSENTIAL KNOWLEDGE, SKILLS, AND ENDURING UNDERSTANDINGS:

A: STUDENTS WILL KNOW:

● How to identify and define authentic problems and significant questions for investigation.
● Plan and manage activities to develop a solution or complete a project.
● Collect and analyze data to identify solutions and/or make informed decisions.
● Use multiple processes and diverse perspectives to explore alternative
● Use computational thinking and computer programming as tools used in design and
engineering.

B: STUDENTS WILL UNDERSTAND THAT:

● Problem solving should be challenging
● Working collaboratively is beneficial in problem solving
● Development teams that employ user-centered design create solutions
● Collaboration is a common and crucial practice in programming development.
● Collecting and exchanging data involves input, output, storage, and processing Students should
to seek diverse perspectives throughout the design process

C: STUDENTS WILL BE ABLE TO:

● Communicate and collaborate with classmates in order to solve a problem
● Iteratively improve a solution to a problem
● Identify different strategies used to solve a problem
● Identify the four steps of the problem solving process
● Given a problem, identify individual actions that would fall within each step of the problem
solving process
● Identify useful strategies within each step of the problem solving process
● Apply the problem solving process to approach a variety of problems
● Assess how well-defined a problem is and use strategies to define the problem more precisely
● Identify a computer as a machine that processes information
● Provide a high level description of the different parts of the Input – Output – Store – Process
model of a computer
● Identify the inputs and outputs of common computing devices
● Select the inputs and outputs used to perform common computing tasks
● Define processing as the work done (possibly by a computer) to turn an input into an output
● Define an algorithm as the series of commands a computer uses to process information
DEPARTMENT Technology Education COURSE Introduction to Coding

● Develop and iteratively improve an algorithm for processing information based on given
constraints
● Provide examples of common types of information that is stored on a computer
● Explain the need for storage as part of processing information with a computer
● Develop an algorithm that incorporates storage considerations
● Identify the information that an app uses as input or produces as output
● Identify the information an app would need to be provided as input in order to produce a given
output
● Identify and define a problem that could be solved using computing
● Design an app that inputs, outputs, stores, and processes information in order to solve a
problem
● Provide and incorporate targeted peer feedback to improve a computing artifact

Assessments

Formative:
● Complete problem solving activities
● Collaborate with others
● Design an app that inputs, outputs and processes information to solve a problem
● Provide feedback to peers

Summative:
● Complete a final project for the unit.

Benchmark:
● Teamwork Activity
● Intro to Problem Solving
● Using Problem Solving
● Define a computer
● Discovering types of input and output
● Discover how a processor works
● Using apps to problem solve
● Propose an App - Project

Interdisciplinary Connections

CCSS
CCSS.MATH.PRACTICE.MP1 - Make sense of problems and persevere in solving them.
CCSS.MATH.PRACTICE.MP2 - Reason abstractly and quantitatively.
DEPARTMENT Technology Education COURSE Introduction to Coding

CCSS.MATH.PRACTICE.MP3 - Construct viable arguments and critique the reasoning of others.

Quantitative reasoning and the use of abstract variables is core to the practice of writing code. The use
of the concepts is what allows a coding language to communicate with itself and external inputs of the
user. Understanding these elements will allow an individual to develop a more succinct and effective
code to solve any given problem.

Career Readiness, Life Literacies, and Key Skills

9.4.8.CI.4: Explore the role of creativity and innovation in career pathways and industries.
9.4.8.CT.2: Develop multiple solutions to a problem and evaluate short- and long-term effects to
determine the most plausible option.
9.4.8.CT.3: Compare past problem-solving solutions to local, national, or global issues and analyze the
factors that led to a positive or negative outcome.

Technology Integration

● Tinkercad Codeblocks
● Scratch 3.0 for JavaScript

Technology Standards are included in the Alignment to Standards section

Career Education

9.4.12.CI.1: Demonstrate the ability to reflect, analyze, and use creative skills and ideas.
9.4.12.CT.1: Identify problem-solving strategies used in the development of an innovative product or
practice
9.4.12.TL.4: Collaborate in online learning communities or social networks or virtual worlds to analyze
and propose a resolution to a real-world problem.

Time Frame 6 Weeks

DEPARTMENT Technology Education COURSE Introduction to Coding

Topic

UNIT 2: WEB DEVELOPMENT

BRIEF SUMMARY OF UNIT: In this unit, students are empowered to create and share the content
on their own web pages. They begin by thinking about the role of the web, and how it can be used as a
medium for creative expression. As students develop their pages and begin to see themselves as
programmers, they are encouraged to think critically about the impact of sharing information online
and how to be more critical content consumers. They are also introduced to problem solving as it
relates to programming, as they learn valuable skills such as debugging, commenting, and structure of
language. At the conclusion of the unit, students compile their work to create a personal website they
can publish and share.

Alignment to Standards

NJ CCS - Technology:
8.1.8.F.1 - Explore a local issue by using digital tools to collect and analyze data to identify a solution
and make an informed decision
8.2.8.E.4 - Use appropriate terms in conversation (e.g., programming, language, data, RAM, ROM,
Boolean logic terms).

CSTA:
2-AP-15 - Seek and incorporate feedback from team members and users to refine a solution that meets
user needs.
2-AP-16 - Incorporate existing code, media, and libraries into original programs, and give attribution.

Learning Activities & Key Concepts and Skills

ESSENTIAL QUESTIONS THAT WILL FOCUS TEACHING AND LEARNING:

● How can text communicate content and structure on a webpage?
● Why do people create websites?
● How can I incorporate content I find online into my own webpage?
● What strategies can I use when coding to find and fix issues?
● How do I modify the appearance and style of my web pages?
● How do I safely and appropriately make use of the content published on the Internet?

GUIDING QUESTIONS:
● What is a website?
● How would you design a webpage?
● What do you think is important to have on a webpage?
DEPARTMENT Technology Education COURSE Introduction to Coding

● What style(s) do you think are appropriate for a webpage?

● Is color an integral addition to a webpage?

ESSENTIAL KNOWLEDGE, SKILLS, AND ENDURING UNDERSTANDINGS:

A: STUDENTS WILL KNOW:

● Students should to seek diverse perspectives throughout the design process
● Plan and manage activities to develop a solution or complete a project.
● Use multiple processes and diverse perspectives to explore alternative
● Computational thinking and computer programming as tools used in design and engineering.

B: STUDENTS WILL UNDERSTAND THAT:

● Building on the work of others enables students to produce more interesting and powerful
creations
● Development teams that employ user-centered design create solutions
● To seek diverse perspectives throughout the design process

C: STUDENTS WILL BE ABLE TO:

● Identify the reasons someone might visit a given website
● Identify the reasons someone might create a given website
● Identify websites as a form of personal expression
● Explain that HTML allows a programmer to communicate the way content should be structured
on a web page
● Write a simple HTML document that uses opening and closing tags to structure content
● Understand how to use lesson resources provided in Web Lab
● Use heading tags to change the appearance of text on a web page.
● Structure content into headings, subheadings, and paragraphs.
● Understand and explain reasons that it is difficult to control who sees information published
online.
● Understand and justify guidelines for safely publishing information online.
● Use the <ol>, <ul>, and <li> tags to create ordered and unordered lists in an HTML page.
● Create and name a new HTML page.
● Explain the purpose of copyright.
● Identify the rights and restrictions granted by various Creative Commons licenses
● Add an image to a web page
● Describe why using whitespace, indentation, and comments makes your code easier to
maintain.
DEPARTMENT Technology Education COURSE Introduction to Coding

● Develop a set of techniques for preventing bugs in HTML code and finding them when they
occur
● Connect multiple web pages into one website using hyperlinks.
● Use CSS selectors to style HTML text elements.
● Create and link to an external style sheet.
● Explain the differences between HTML and CSS in both use and syntax.
● Use CSS properties to change the size, position, and borders of elements.
● Create a CSS rule-set for the body element that impacts all elements on the page.
● Use basic web searching techniques to find relevant information online
● Identify elements that contribute to a website's trustworthiness or untrustworthiness
● Group elements using classes in order to create more specific styles on their website.
● Apply the rgb() color function to add custom colors to their website
● Apply CSS styles across an entire website
● Explain the design choices they made on their website to other people
● Prioritize and implement incremental improvements

Assessments

Formative:
● Complete web app activities
● Collaborate with others
● Design a website with a personal style
● Provide feedback to peers

Summative:
● Complete a final project for the unit.

Benchmark:
● Explore websites
● Personal interest in websites
● Intro to HTML
● Headers in HTML
● Digital Footprint
● Lists
● Property and Images
● Debugging code
● Multi-page websites - Project
● Styling text with CSS
● Styling elements with CSS
DEPARTMENT Technology Education COURSE Introduction to Coding

● Search engines and sources

● Colors
● Personal Portfolio - Project

Interdisciplinary Connections

CCSS
CCSS.MATH.PRACTICE.MP1 - Make sense of problems and persevere in solving them.
CCSS.MATH.PRACTICE.MP2 - Reason abstractly and quantitatively.
CCSS.MATH.PRACTICE.MP3 - Construct viable arguments and critique the reasoning of others.
Quantitative reasoning and the use of abstract variables is core to the practice of writing code. The use
of the concepts is what allows a coding language to communicate with itself and external inputs of the
user. Understanding these elements will allow an individual to develop a more succinct and effective
code to solve any given problem.

Career Readiness, Life Literacies, and Key Skills

9.4.8.CI.4: Explore the role of creativity and innovation in career pathways and industries.
9.4.8.CT.2: Develop multiple solutions to a problem and evaluate short- and long-term effects to
determine the most plausible option.
9.4.8.CT.3: Compare past problem-solving solutions to local, national, or global issues and analyze the
factors that led to a positive or negative outcome.

Technology Integration

● Tinkercad Codeblocks
● Scratch 3.0 for JavaScript

Technology Standards are included in the Alignment to Standards section

Career Education

9.4.12.CI.1: Demonstrate the ability to reflect, analyze, and use creative skills and ideas.
9.4.12.CT.1: Identify problem-solving strategies used in the development of an innovative product or
practice
9.4.12.TL.4: Collaborate in online learning communities or social networks or virtual worlds to analyze
and propose a resolution to a real-world problem.

Time Frame 6 Weeks

Topic
DEPARTMENT Technology Education COURSE Introduction to Coding

UNIT 3: INTERACTIVE GAMES AND ANIMATIONS

BRIEF SUMMARY OF UNIT: In this unit, students build on their coding experience as they create
programmatic images, animations, interactive art, and games. Students start off with simple, primitive
shapes and build up to more sophisticated sprite-based games, students become familiar with the
programming concepts and the design process computer scientists use daily. They then learn how these
simpler constructs can be combined to create more complex programs. In the final project, students
develop a personalized, interactive program. Along the way, they practice design, testing, and iteration,
as they come to see that failure and debugging are an expected and valuable part of the programming
process.

Alignment to Standards

NJ CCS - Technology:
8.2.8.E.4 - Use appropriate terms in conversation (e.g., programming, language, data, RAM, ROM,
Boolean logic terms).
8.2.8.C.7 - Collaborate with peers and experts in the field to research and develop a product using the
design process, data analysis and trends, and maintain a design log with annotated sketches to record
the developmental cycle.
8.2.8.E.3 - Develop an algorithm to solve an assigned problem using a specified set of commands and
use peer review to critique the solution.

CSTA:
2-AP-10 - Use flowcharts and/or pseudocode to address complex problems as algorithms.
2-AP-11 - Create clearly named variables that represent different data types and perform operations on
their values.
2-AP-12 - Design and iteratively develop programs that combine control structures, including nested
loops and compound conditionals.
2-AP-15 - Seek and incorporate feedback from team members and users to refine a solution that meets
user needs.
2-AP-17 - Systematically test and refine programs using a range of test cases.
2-AP-19 - Document programs in order to make them easier to follow, test, and debug.
2-CS-02 - Design projects that combine hardware and software components to collect and exchange
data.
2-CS-03 - Systematically identify and fix problems with computing devices and their components.

Learning Activities & Key Concepts and Skills

ESSENTIAL QUESTIONS THAT WILL FOCUS TEACHING AND LEARNING:

● What is a computer program?
DEPARTMENT Technology Education COURSE Introduction to Coding

● What are the core features of most programming languages?

● How does programming enable creativity and individual expression?
● What practices and strategies will help me as I write programs?
● How do software developers manage complexity and scale?
● How can programs be organized so that common problems only need to be solved once?
● How can I build on previous solutions to create even more complex behavior?

GUIDING QUESTIONS:
● What is an algorithm?
● Explain how to draw a rectangle
● What is a variable?
● What does random mean?
● What is a parameter?
● What is a sprite used for?
● What does a loop do?
● What is a boolean used for?
● What are some components necessary for gaming?
● What is an abstraction used for?

ESSENTIAL KNOWLEDGE, SKILLS, AND ENDURING UNDERSTANDINGS:

A: STUDENTS WILL KNOW:

● The role of troubleshooting, research and development, invention and innovation and
experimentation in problem solving.
● Computational thinking and computer programming as tools used in design and engineering.
● Plan and manage activities to develop a solution or complete a project.
● The role of troubleshooting, research and development, invention and innovation and
experimentation in problem solving
● Use multiple processes and diverse perspectives to explore alternative

B: STUDENTS WILL UNDERSTAND THAT:

● They should use pseudocode and/or flowcharts to organize and sequence an algorithm that
addresses a complex problem, even though they may not actually program the solutions.
● When planning and developing programs, students should decide when and how to declare and
name new variables
● Development teams that employ user-centered design create solutions
DEPARTMENT Technology Education COURSE Introduction to Coding

● Control structures can be combined in many ways. Nested loops are loops placed within loops.
Compound conditionals combine two or more conditions in a logical relationship
● Procedures can be generalized by defining parameters that create different outputs for a wide
range of inputs.
● Use cases and test cases are created and analyzed to better meet the needs of users and to
evaluate whether programs function as intended.
● Documentation allows creators and others to more easily use and understand a program.
C: STUDENTS WILL BE ABLE TO:
● Identify how Computer Science is used in a field of entertainment
● Reason about locations on the Game Lab coordinate grid
● Communicate how to draw an image in Game Lab, accounting for shape position, color, and
order
● Use the Game Lab IDE to plot different colored shapes on the screen.
● Sequence code correctly to overlay shapes.
● Debug code written by others.
● Use and reason about drawing commands with multiple parameters
● Generate and use random numbers in a program
● Identify a variable as a way to label and reference a value in a program
● Use variables in a program to store a piece of information that is used multiple times
● Reason about and fix common errors encountered when programming with variables
● Assign a sprite to a variable
● Use dot notation to update a sprite's properties
● Create a static scene combining sprites, shapes, and text
● Explain what an animation is and how it creates the illusion of smooth motion
● Explain how the draw loop allows for the creation of animations in Game Lab
● Use the draw loop in combination with the random Number() command, shapes, and sprites to
make simple animations
● Describe the connection between updating a sprite's location properties and sprite movement on
the screen.
● Trace the execution of a short program written in pseudocode that manipulates variable values.
● Use the counter pattern to increment or decrement sprite properties
● Identify which sprite properties need to be change, and in what way, to achieve a specific
movement
● Organize objects based on simple and compound boolean statements
● Describe the properties of an object using boolean statements
● Predict the output of simple boolean statements
DEPARTMENT Technology Education COURSE Introduction to Coding

● Use conditionals to react to changes in variables and sprite properties

● Use conditionals to react to keyboard input
● Move sprites in response to keyboard input
● Use an else statement as the fallback case to an if statement
● Differentiate between conditions that are true once per interaction, and those that remain true
through the duration of an interaction.
● Use conditionals to react to keyboard input or changes in variables / properties
● Sequence commands to draw in the proper order
● Apply an iterator pattern to variables or properties in a loop
● Use the velocity and rotation Speed blocks to create and change sprite movements
● Describe the advantages of simplifying code by using higher level blocks
● Use the isTouching block to determine when two sprites are touching
● Describe how abstractions help to manage the complexity of code
● Use sprite velocity with the counter pattern to create different types of sprite movement
● Explain how individual programming constructs can be combined to create more complex
behavior
● Use the `displace`, `collide`, `bounce`, and `bounceOff` blocks to produce sprite interactions
● Describe how abstractions can be built upon to develop even further abstractions
● Create and use functions for blocks of code that perform a single high-level task within a
program
● Create and use functions to remove repeated blocks of code from their programs
● Create and use functions to improve the readability of their programs
● Explain how abstractions allow programmers to reason about a program at a higher level
● Identify core programming constructs necessary to build different components of a game
● Create and use multi-frame animations in a program
● Implement different features of a program by following a structured project guide
● Identify core programming constructs necessary to build different components of a game
● Implement different features of a program by following a structured project guide
● Independently scope the features of a piece of software
● Create a plan for building a piece of software by describing its major components
● Implement a plan for creating a piece of software

Assessments

Formative:
DEPARTMENT Technology Education COURSE Introduction to Coding

● Complete game lab activities

● Design a game
● Program code
● Create Algorithms
● Use abstractions
● Assign variables
● Use loops and conditionals
● Collaborate with others
● Provide feedback to peers

Summative:
● Complete a final project for the unit.

Benchmark:
● Exploring Computer Science
● Plotting shapes
● Drawing
● Randomization and shapes
● Variables
● Sprites
● Draw Loop
● Patterns
● Sprite Movement
● Booleans
● Conditionals
● User inputs
● Forms of Input
● Interactive Greeting Card – Project
● Velocity
● Collision Detection
● Complex Sprite Movements
● Collisions
● Functions
● Introduction to the Game Design Process
● Using the Game Design Process
● Designing a Game - Project

Interdisciplinary Connections

CCSS
CCSS.MATH.PRACTICE.MP1 - Make sense of problems and persevere in solving them.
DEPARTMENT Technology Education COURSE Introduction to Coding

CCSS.MATH.PRACTICE.MP2 - Reason abstractly and quantitatively.

CCSS.MATH.PRACTICE.MP3 - Construct viable arguments and critique the reasoning of others.
Quantitative reasoning and the use of abstract variables is core to the practice of writing code. The use
of the concepts is what allows a coding language to communicate with itself and external inputs of the
user. Understanding these elements will allow an individual to develop a more succinct and effective
code to solve any given problem.

Career Readiness, Life Literacies, and Key Skills

9.4.8.CI.4: Explore the role of creativity and innovation in career pathways and industries.
9.4.8.CT.2: Develop multiple solutions to a problem and evaluate short- and long-term effects to
determine the most plausible option.
9.4.8.CT.3: Compare past problem-solving solutions to local, national, or global issues and analyze the
factors that led to a positive or negative outcome.

Technology Integration

● Tinkercad Codeblocks
● Scratch 3.0 for JavaScript

Technology Standards are included in the Alignment to Standards section

Career Education

9.4.12.CI.1: Demonstrate the ability to reflect, analyze, and use creative skills and ideas.
9.4.12.CT.1: Identify problem-solving strategies used in the development of an innovative product or
practice
9.4.12.TL.4: Collaborate in online learning communities or social networks or virtual worlds to analyze
and propose a resolution to a real-world problem.
DEPARTMENT Technology Education COURSE Introduction to Coding

Time Frame 3 Weeks

Topic

UNIT 4: INTRODUCTION TO PYTHON

BRIEF SUMMARY OF UNIT: In this unit, students will learn the fundamental concepts of programming -
concepts that can be applied in the study of any programming language. Students also dive into specific features
of the Python programming language.

Alignment to Standards

NJ CCS - Technology:
8.2.8.E.4 - Use appropriate terms in conversation (e.g., programming, language, data, RAM, ROM,
Boolean logic terms).
8.2.8.C.7 - Collaborate with peers and experts in the field to research and develop a product using the
design process, data analysis and trends, and maintain a design log with annotated sketches to record
the developmental cycle.
8.2.8.E.3 - Develop an algorithm to solve an assigned problem using a specified set of commands and
use peer review to critique the solution.

CSTA:
2-AP-10 - Use flowcharts and/or pseudocode to address complex problems as algorithms.
2-AP-11 - Create clearly named variables that represent different data types and perform operations on
their values.
2-AP-12 - Design and iteratively develop programs that combine control structures, including nested
loops and compound conditionals.
2-AP-15 - Seek and incorporate feedback from team members and users to refine a solution that meets
user needs.
2-AP-17 - Systematically test and refine programs using a range of test cases.
2-AP-19 - Document programs in order to make them easier to follow, test, and debug.
2-CS-02 - Design projects that combine hardware and software components to collect and exchange
data.
2-CS-03 - Systematically identify and fix problems with computing devices and their components.

Learning Activities & Key Concepts and Skills

ESSENTIAL QUESTIONS THAT WILL FOCUS TEACHING AND LEARNING:

● How do you use the Python programming language?
● How does a console interact with code?
● What is the purpose and significance of control flow?
DEPARTMENT Technology Education COURSE Introduction to Coding

GUIDING QUESTIONS:
● What is a programming language?
● How do we give the computer commands in the Python language?
● What does a console do?
● What is the significance of creating algorithms?
● What is the significance of using abstraction?
● What can we do to simplify code?
● What is the purpose of conditional statements?
● How are loops used?

ESSENTIAL KNOWLEDGE, SKILLS, AND ENDURING UNDERSTANDINGS:

A: STUDENTS WILL KNOW:

● The role of troubleshooting, research and development, invention and innovation and
experimentation in problem solving.
● Computational thinking and computer programming as tools used in design and engineering.
● Plan and manage activities to develop a solution or complete a project.
● The role of troubleshooting, research and development, invention and innovation and
experimentation in problem solving
● Use multiple processes and diverse perspectives to explore alternative

B: STUDENTS WILL UNDERSTAND THAT:

● They should use pseudocode and/or flowcharts to organize and sequence an algorithm that
addresses a complex problem, even though they may not actually program the solutions.
● When planning and developing programs, students should decide when and how to declare and
name new variables
● Development teams that employ user-centered design create solutions
● Control structures can be combined in many ways. Nested loops are loops placed within loops.
Compound conditionals combine two or more conditions in a logical relationship
● Procedures can be generalized by defining parameters that create different outputs for a wide
range of inputs.
● Use cases and test cases are created and analyzed to better meet the needs of users and to
evaluate whether programs function as intended.
● Documentation allows creators and others to more easily use and understand a program.
●

C: STUDENTS WILL BE ABLE TO:

● Learn basic Python commands
● Program colors.
DEPARTMENT Technology Education COURSE Introduction to Coding

● Use and program loops.

● Print results to the console
● Debug code for mistakes and to make adjustments to fix the code
● Create functions that assist in simplifying code
● Use variables to store values that can be called several times within a program
● upon to develop even further abstractions
● Create and use functions for blocks of code that perform a single high-level task within a
program
● Create and use functions to remove repeated blocks of code from their programs
● Create and use functions to improve the readability of their programs
● When planning and developing programs, students should decide when and how to declare and
name new variables
● Development teams that employ user-centered design create solutions
● Control structures can be combined in many ways. Nested loops are loops placed within loops.
Compound conditionals combine two or more conditions in a logical relationship
● Use arithmetic expressions to show a change increment.
● Use user input in your program.
● Convert user input to a making the input accessible by the program
● Insert comments into the code to explain the process and/or purpose of the segment of code
● Use if/then or if/then/else if/else (conditional) statements to k

Assessments

Formative:
● Complete lessons in Python
● Complete activities in Python
● Program code in Python
● Create Algorithms
● Use abstractions
● Assign variables
● Use loops
● Use conditionals and logic statements
● Document code

Summative:
● Complete a final project for the unit.
DEPARTMENT Technology Education COURSE Introduction to Coding

Benchmark:
● Python commands
● Colors
● Loops
● Functions
● Console Interaction
● Printing
● Debugging
● Variables
● Types
● Arithmetic Expressions
● User Input
● Converting input to a string
● Control Flow
● Comments
● If statements
● Boolean values
● Logical operators
● Comparison operators

Interdisciplinary Connections

CCSS
CCSS.MATH.PRACTICE.MP1 - Make sense of problems and persevere in solving them.
CCSS.MATH.PRACTICE.MP2 - Reason abstractly and quantitatively.
CCSS.MATH.PRACTICE.MP3 - Construct viable arguments and critique the reasoning of others.
Quantitative reasoning and the use of abstract variables is core to the practice of writing code. The use
of the concepts is what allows a coding language to communicate with itself and external inputs of the
user. Understanding these elements will allow an individual to develop a more succinct and effective
code to solve any given problem.

Career Readiness, Life Literacies, and Key Skills

9.4.8.CI.4: Explore the role of creativity and innovation in career pathways and industries.
9.4.8.CT.2: Develop multiple solutions to a problem and evaluate short- and long-term effects to
determine the most plausible option.
9.4.8.CT.3: Compare past problem-solving solutions to local, national, or global issues and analyze the
factors that led to a positive or negative outcome.

Technology Integration

● Tinkercad Codeblocks
● Scratch 3.0 for JavaScript
DEPARTMENT Technology Education COURSE Introduction to Coding

Technology Standards are included in the Alignment to Standards section

Career Education

9.4.12.CI.1: Demonstrate the ability to reflect, analyze, and use creative skills and ideas.
9.4.12.CT.1: Identify problem-solving strategies used in the development of an innovative product or
practice
9.4.12.TL.4: Collaborate in online learning communities or social networks or virtual worlds to analyze
and propose a resolution to a real-world problem.
DEPARTMENT Technology Education COURSE Introduction to Coding

Diversity Equity and Inclusion Resources

https://www.nj.gov/education/standards/dei/index.shtml
https://www.nj.gov/education/standards/dei/samples/index.shtml
N.J.S.A. 18A:35-4.35-6
https://www.nj.gov/education/standards/dei/practices/index.shtml
N.J.S.A. 18A:35-4.36a https://www.nj.gov/education/standards/dei/videos/index.shtml

Modifications (ELL, Special Education, At-Risk Students, Gifted & Talented, & 504 Plans)

ELL:
● Work toward longer passages as skills in English increase
● Use visuals
● Introduce key vocabulary before lesson
● Teacher models reading aloud daily
● Provide peer tutoring
● Use of Bilingual Dictionary
● Guided notes and/or scaffold outline for written assignments
● Provide students with English Learner leveled readers.

Supports for Students With IEPs:

● Allow extra time to complete assignments or tests
● Guided notes and/or scaffold outline for written assignments
● Work in a small group
● Allow answers to be given orally or dictated
● Use large print books, Braille, or books on CD (digital text)
● Follow all IEP modifications

At-Risk Students:
● Guided notes and/or scaffold outline for written assignments
● Introduce key vocabulary before lesson
● Work in a small group
● Lesson taught again using a differentiated approach
● Allow answers to be given orally or dictated
● Use visuals / Anchor Charts
● Leveled texts according to ability

Gifted and Talented:

● Create an enhanced set of introductory activities (e.g. advance organizers, concept maps,
concept puzzles)
● Provide options, alternatives and choices to differentiate and broaden the curriculum
DEPARTMENT Technology Education COURSE Introduction to Coding

● Organize and offer flexible small group learning activities

● Provide whole group enrichment explorations
● Teach cognitive and methodological skills
● Use center, stations, or contracts
● Organize integrated problem-solving simulations
● Propose interest-based extension activities
● Expose students to beyond level texts.

Supports for Students With 504 Plans:

● Follow all the 504 plan modifications
● Text to speech/audio recorded selections
● Amplification system as needed
● Leveled texts according to ability
● Fine motor skill stations embedded in rotation as needed
● Modified or constrained spelling word lists
● Provide anchor charts with high frequency words and phonemic patterns

Modifications for Physical Education/Dance/or any other physical coursework

(ELL, Special Education, At-Risk Students, Gifted and Talented, and 504 Plans)

ELL:
● Use visuals
● Demonstrate all movements
● Introduce key vocabulary for movements and equipment
● Provide peer support/partnering
● Use of Bilingual Dictionary (only in safe situations)
● Guided notes and/or scaffold outline for any assessments or writing assignments (if applicable)
● Accept demonstration and verbal assessments in lieu of written tests.

Supports for Students With IEPs:

● Demonstrate all movements
● Allow extra time for practice drills, adapt where necessary
● Guided notes and/or scaffold outline for any assessments or written assignments
● Provide peer support/partnering
● Accept demonstration and verbal assessments in lieu of written tests.
● Follow all IEP modifications

At-Risk Students:
DEPARTMENT Technology Education COURSE Introduction to Coding

● Demonstrate all movements

● Lesson taught again using a differentiated approach
● Provide peer support/partnering
● Guided notes and/or scaffold outline for any assessments or writing assignments (if applicable)
● Accept demonstration and verbal assessments in lieu of written tests.

Gifted and Talented:

● Create an enhanced set of practice/drill activities
● Provide options, alternatives and choices to differentiate and broaden the curriculum
● Encourage students to focus on challenging themselves
● Propose interest-based extension activities
● Allow independent projects/learning objectives which allow student to extend learning, achieve
fitness gains.

Supports for Students With 504 Plans:

● Follow all the 504 plan modifications
● Demonstrate all movements.
● Amplification system as needed
● Fine motor skill stations embedded in rotation as needed
● Provide peer support/partnering
● Guided notes and/or scaffold outline for any assessments or writing assignments (if applicable)
● Accept demonstration and verbal assessments in lieu of written tests.