Lesson Plan

Chapter 1: Sky Mountain

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 Table of Contents
Lessons
● Lesson 1: Algorithms & Problem Solving
● Lesson 2: Debugging & Troubleshooting
● Lesson 3: Loops & Capstone Project Intro
● Lesson 4: Game Design & Capstone Project

Explorations
● Exploring the Impacts of Computing: How Technology Solves & Creates Problems

Additional Resources
● Standards Alignment
● Materials & Resources
Lesson 1
Algorithms & Problem Solving
Welcome to the world of
Your journey begins...
Today’s Journey

Warm-Up: Algorithms & Sequences

Learn how to use Ozaria

Play Ozaria: Get to the Spirit Lands

Optional Extension: Design a Map

Algorithms & Sequences
Algorithms
a sequence of instructions that can be used to solve a problem or set of problems

10
Problem Solving with Decomposition
You can solve a complex problem by breaking it down into a sequence of subgoals & steps

What are the subgoals & steps for

baking a cake?

Subgoal 1: Make the cake layers

-Measure & combine ingredients
-Make the batter
-Put batter into pans
-Bake the cake layers

Subgoal 2: Make the filling/frosting

-What are the steps?

Subgoal 3: Build the cake

-What are the steps?

11
 Concept Check: Subgoals & Sequences
Write down a sequence of subgoals & steps to help the hero get to the exit stairs.

Subgoal 1: ??
-Move right
-Move right
-???

Subgoal 2: ??
-Move up
-Move right
Input & Output
Code is a type of language we use to communicate with computers.

Input hero.moveLeft()
hero.moveUp()
hero.moveRight()
We input the code . . . hero.use("door")

Output
...and outputs actions and/or results
based on that code.

the computer processes or reads the

code...
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Entering Ozaria
Navigating Ozaria

Change account settings,

customize your hero, or go
back to your dashboard

Use the map to navigate to

different parts of the game.
Mouse over a stop to see the
name of the level.

Returns to Map
Maximizes your Browser
Turn the Volume On/Off

15
Customize Your Hero

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Navigating Ozaria
Following the Signs Goals keep track of what you need
to do to complete the level

Customize your coding

experience

Restart the level

Use arrows to navigate the tutorial

messages. They provide important
hints & instruction.

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Navigating Ozaria

Write your code here

Run your program to see what

happens

The Code Bank gives you more info about the

Go backwards and forwards in your program. You can also
different commands you can use in your code.
zoom in and out.
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Concept Check: How to Use Ozaria

3
2
4
1

6
7
Independent Practice
Logging into Ozaria
1. Go to: https://www.ozaria.com
2. Click “Sign Up”
3. Enter in your class code
4. Create an account or login with your google account
5. Make sure to write down your user name!
6. Click Continue to start playing

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Troubleshooting Guide

Let’s quickly review the Ozaria Troubleshooting

Guide:

https://docs.google.com/document/d/1Vt1lpAxgQ
VSPNkDby0eFtbjb-qLpg-H0H7qLOV2nBiU/cop
y?usp=sharing

22
Independent Practice
Log into Ozaria
https://www.ozaria.com

Play Ozaria
Start at Intro: Up the Mountain and stop after you
finish Cutscene: The Spirit Lands

Extension Activity: Design a Map

Use the link provided by your teacher to complete this activity.

Need Help?
Always try it once & try using the troubleshooting guide first. If you still need help
after that, then reach out to a classmate or the teacher.
Check-In
What did you discover?
Chapter 1, Module 1, Lesson 1

What I did:
-How far did you get in Ozaria? What was your favorite part?

What I noticed:
-What did you notice as you played through the game?
-Did you discover or learn something new?

What was challenging?

-Was something confusing about the story or the levels?
-Do you need more practice on a specific part of the code or the game?
Lesson 2
Debugging & Troubleshooting
What did we learn last time?

-What is an algorithm?

-What are sequences?

-How do you use decomposition while

solving problems?

-What did we do in Ozaria?

Today’s Journey

Warm-Up: Syntax & Debugging

Customize your Troubleshooting Guide

Play Ozaria: Debug helpers in the Spirit Lands

Optional Extension: Design a Debug Level

Syntax & Debugging
Syntax
a set of rules for how things are spelled and formatted in code so that the computer can understand it

30
Debugging
the process of identifying and removing errors from your code so you can meet your goals

31
Embrace Mistakes
Bugs are a natural and healthy part of coding that lets us learn from our mistakes!

32
 Concept Check: Debugging & Troubleshooting
Explore your experience with Ozaria and the troubleshooting guide from Lesson 1

1. Work with your group to recall any issues while playing the levels.
2. Make a copy of and review the original troubleshooting guide. Discuss:
a. Any areas that could use improvement.
b. Any new questions that aren’t currently answered in the guide.
c. Advice & strategies you could add to help with debugging syntax &
logic mistakes.
d. Important details you could add that can help other readers with any
specific issues they might experience.
3. Consider what format to present these new ideas: table or flowchart?
 Concept Check: Debugging & Troubleshooting
Make a copy of the original troubleshooting guide. Based on the ideas you discussed, edit and add to the guide.
Make sure your guide includes the following topics:

Debugging Logic Errors

-How do you check for logic errors in your code? (incorrect sequence of
commands, etc)

! Debugging Syntax Errors

-How do you check for mistakes in the syntax or formatting of your code?
(incorrect spelling, etc)

Troubleshooting Other Issues

-How do you troubleshoot logging into Ozaria?
-How do you troubleshoot any issues with your computer?
Independent Practice
 Independent Practice

Play Ozaria
Start at Intro: Fixing the Light and stop after
finishing Practice Level: The Repetition Inquisition

Extension Activity: Design a Debugging Challenge

! Pick a level you just played through. Write a program
filled with mistakes and bugs. Share with a classmate and have them try to debug your
code.

Need Help?
Always try it once & try using the troubleshooting guide first. If you still need help
after that, then reach out to a classmate or the teacher.
Check-In
What did you discover?
Chapter 1, Module 1, Lesson 2

What I did:
-How far did you get in Ozaria? What was your favorite part?

What I noticed:
-What did you notice as you played through the game?
-Did you discover or learn something new?

What was challenging?

-Was something confusing about the story or the levels?
-Do you need more practice on a specific part of the code or the game?
Lesson 3
Loops & Capstone Project Intro
What did we learn last time?

-What are bugs?

-What’s the difference between syntax bugs

and logic bugs?

-What did you add to your customized

troubleshooting guide?

-What’s going on in the story of Ozaria?

Today’s Journey

Warm-Up: Loops

Learn about your Capstone Project

Play Ozaria: Begin your Capstone Project

Loops
Loops
a command that lets us repeat an action multiple times in your code

43
 Concept Check: Loops
Write down a repeating sequence of commands that lets the hero collect all the totems

Repeat X Times
-hero moves . . .
Independent Practice
Capstone Project
Goal: Design a game to fight the Darkness!
Subgoals
-Use sequences & loops
-Add obstacles and other items to your game
-Customize your game
-Get feedback and revise your game

Capstone Example
-Capstone project example

Rubric & Expectations

-Capstone Rubric - Student
-Capstone Rubric - Teacher

46
Capstone Project Interface
These goals will change as you
complete each stage of the
capstone project.

Th Update Button will update the

game screen to show everything
the helper has built in your code.

The Play Button lets you play your game.

47
Capstone Project Interface

If the player runs into the boss,

then it returns to the start tile.

To win the game, the player needs

to get to the End Tile.

The Start Tile is where the player will always start in your game.

48
Capstone Project Stages
Here’s what you’ll be building in each stage of the project
Stage 1: Building Arrows
-Build at least 4 arrows in your game.

Stage 2: Building Obstacles & Items

-Build obstacles and items such as a wall and spikes.

Stage 3: Programming the Boss Loop

-Change the movement of the boss by editing the boss loop
in the code.

Stage 4: Adding More Customization

-Customize your game by adding more items, changing the
artwork, and using other methods found in the Code Bank.

49
Independent Practice

Log into Ozaria

https://www.ozaria.com

Play Ozaria
Start your Capstone Project

Need Help?
Always try it once & try using the troubleshooting guide first. If you still need help
after that, then reach out to a classmate or the teacher.
Check-In
What did you discover?
Chapter 1, Module 1, Lesson 3

What I did:
-How far did you get in Ozaria? What was your favorite part?

What I noticed:
-What did you notice as you played through the game?
-Did you discover or learn something new?

What was challenging?

-Was something confusing about the story or your capstone project?
-Do you need more practice on a specific part of the code or the game?
Lesson 4
Capstone Project
What did we learn last time?

-What are loops?

-What are the goals of our capstone

project?

-What have you completed so far in your

capstone?

-What’s going on in the story of Ozaria?

Today’s Journey

Warm-Up: What makes a good game?

Finish your Capstone Project

Get peer feedback on your project

Present your project

Game Design
What makes a good game?
Different parts of a game determine whether people will enjoy playing it

Audience
-Consider who you’re designing the game for
-Is the audience young kids, adults, or your peers?
-Is your game for casual players or intense players?

Clear Instructions
-Provide clear rules & a clear goal

Challenging
-What makes your game challenging?
-What makes a game too easy or too hard?
-What makes you want to play again?

Storytelling
-Choosing art and a design that tells a story
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 Concept Check: Game Design
How do you test and revise your game so that it’s more fun to play?

Testing & Feedback

-How do you ask for constructive
feedback?
-How do you give constructive feedback?

Revision Options
-Use items to tell a story
-Add items to make the level more
challenging
Independent Practice
Independent Practice

Finish your Capstone Project

Finish your Capstone Project

Get & Give Feedback

Get constructive feedback from at least one classmate

Revise your Capstone Project

Use the feedback you received to improve your game

Need Help?
Always try it once & try using the troubleshooting guide first. If you still need help
after that, then reach out to a classmate or the teacher.
Presentation
Presentation Checklist

● Introduce your game and its different features (items,

boss movement, etc)
● Describe how you created the items on the game map
● Describe how you used sequences and loops in your
project.
● Explain what you updated based on peer feedback.
● Describe what you would do differently if you had more
time to work on your project.
Lesson 5
Explorations
Impacts of Computing:
How Technology Solves & Creates
Problems
Impacts of Computing

How was coding once used in Ozaria?

How do we think it was forgotten?

Is coding and technology used the same way in the

real world?
Explore

1. Break off into your assigned groups.

2. Please visit 1-2 of these sites:
History of Computing TImeline, Computer History Timeline
, Computers Changed History, Rise of Smartphones,
Evolution of Gaming
3. Review different computing advancements.
4. Choose one to focus on.
5. Think about problems this advancement solved.
6. Think about any issues that may have been caused by this
advancement.
 Share
Let’s fill out this chart together!

Group 1 2 3 4 5

Advancement

Problem(s)
Solved?

Problem(s)
Introduced?
Discuss

Let’s think about what we have learned!

Resources
Standards Alignment & Additional
Resources
 CSTA Standards Alignment
Computing Systems
-1B-CS-03: Determine potential solutions to solve simple hardware and software problems using common troubleshooting strategies.
-2-CS-03: Systematically identify and fix problems with computing devices and their components

Algorithms & Programming

-1A-AP-10: Develop programs with sequences and simple loops, to express ideas or address a problem.
-1A-AP-11: Decompose (break down) the steps needed to solve a problem into a precise sequence of instructions.
-1B-AP-11: Decompose (break down) problems into smaller, manageable subproblems to facilitate the program development process.
-1B-AP-12: Modify, remix, or incorporate portions of an existing program into one's own work, to develop something new or add more advanced
features.
-1B-AP-13: Use an iterative process to plan the development of a program by including others' perspectives and considering user preferences.
-1B-AP-15: Test and debug (identify and fix errors) a program or algorithm to ensure it runs as intended.
-2-AP-13: Decompose problems and subproblems into parts to facilitate the design, implementation, and review of programs.

Impacts of Computing
-1B-IC-18: Discuss computing technologies that have changed the world, and express how those technologies influence, and are influenced by,
cultural practices.
 Common Core State Standards

Reading: Informational Text

-CCSS.ELA-LITERACY.RI.6.2: Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text
distinct from personal opinions or judgments.
-CCSS.ELA-LITERACY.RI.6.7: Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to
develop a coherent understanding of a topic or issue.
-CCSS.ELA-LITERACY.RI.6.10/CCSS.ELA-LITERACY.RI.7.10/: By the end of the year, read and comprehend literary nonfiction in the grades 6-8
text complexity band proficiently, with scaffolding as needed at the high end of the range.
-CCSS.ELA-LITERACY.RI.7.2/CCSS.ELA-LITERACY.RI.8.2: Determine two or more central ideas in a text and analyze their development over
the course of the text; provide an objective summary of the text.
-CCSS.ELA-LITERACY.RI.7.3: Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or
events, or how individuals influence ideas or events).
-CCSS.ELA-LITERACY.RI.8.10: By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6-8 text complexity
band independently and proficiently.

Writing
-CCSS.ELA-LITERACY.W.6.6: Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with
others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.
-CCSS.ELA-LITERACY.W.6.7: Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when
appropriate.
 Common Core State Standards

Writing (continued)
-CCSS.ELA-LITERACY.W.6.10/CCSS.ELA-LITERACY.W.7.10/CCSS.ELA-LITERACY.W.8.10: Write routinely over extended time frames (time
for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and
audiences.
-CCSS.ELA-LITERACY.W.7.4/CCSS.ELA-LITERACY.W.8.4: Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.
-CCSS.ELA-LITERACY.W.7.6: Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to
interact and collaborate with others, including linking to and citing sources.
-CCSS.ELA-LITERACY.W.7.7: Conduct short research projects to answer a question, drawing on several sources and generating additional related,
focused questions for further research and investigation.
-CCSS.ELA-LITERACY.W.8.6: Use technology, including the Internet, to produce and publish writing and present the relationships between
information and ideas efficiently as well as to interact and collaborate with others.
-CCSS.ELA-LITERACY.W.7.8/CCSS.ELA-LITERACY.W.8.8: Gather relevant information from multiple print and digital sources, using search
terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding
plagiarism and following a standard format for citation.

Speaking & Listening

-CCSS.ELA-LITERACY.SL.6.1/CCSS.ELA-LITERACY.SL.7.1/CCSS.ELA-LITERACY.SL.8.1: Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6-8 topics, texts, and issues, building on others' ideas and
expressing their own clearly.
 Common Core State Standards

Speaking & Listening (continued)

-CCSS.ELA-LITERACY.SL.6.4: Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to
accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
-CCSS.ELA-LITERACY.SL.6.6/CCSS.ELA-LITERACY.SL.7.6/CCSS.ELA-LITERACY.SL.8.6: Adapt speech to a variety of contexts and tasks,
demonstrating command of formal English when indicated or appropriate.
-CCSS.ELA-LITERACY.SL.7.4/CCSS.ELA-LITERACY.SL.8.4/: Present claims and findings, emphasizing salient points in a focused, coherent
manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.
 Resource Links

Teacher Materials
-Capstone Rubric - Teacher
-Chapter 1 Solution Guide - Python
-Chapter 1 Solution Guide - JavaScript

Student Materials
-Check-in Journal Template
-Capstone Rubric - Student
-Troubleshooting Guide
-Lesson 1 Extension Activity
-Impacts of Computing Research Links
● History of Computing TImeline (Computer History Museum)
● Computer History Timeline (Soft Schools)
● Computers Changed History (Book Your Data)
● Rise of Smartphones (Science Museum)
● Evolution of Gaming (Tech Crunch Article)