Classroom Resource

Computer Science Principles Unit 5 Chapter 2 Lesson 14: Building an App: Image Scroller

Subject Area

Digital Literacy and Computer Science

Grade(s)

9, 10, 11, 12

Overview

Students will extend the My Favorite Things app they built in the previous lesson so that it now manages and displays a collection of images and responds to key events. Students are introduced to the practice of refactoring code in order to keep programs consistent and remove redundancies when adding new functionality. As part of learning to use key events, students are shown that event handlers pass a parameter which contains additional information about the event. This lesson also serves as further practice at using arrays in programs.

Students will be able to:
- use an array to maintain a collection of data in a program.
- create apps that allow user interaction through key events.
- refactor code in order to appropriately incorporate new functionality while maintaining readability and consistency.

Note: You will need to create a free account on code.org before you can view this resource.

Digital Literacy and Computer Science (2018) Grade(s): 09-12

DLCS18.HS.5

Design and iteratively develop computational artifacts for practical intent, personal expression, or to address a societal issue by using current events.

Unpacked Content

UP:DLCS18.HS.5

Knowledge

Students know:
  • how to design and develop computational artifacts for practical intent.
  • how to design and develop computational artifacts for personal expression.
  • how to design and develop computational artifacts to address a societal issue by using current events.

Skills

Students are able to:
  • design and develop computational artifacts using an iterative design process.
  • use current events to bring merit to computational artifacts.

Understanding

Students understand that:
  • design should be an iterative process whereby the designer seeks feedback to improve upon his/her creation.
Digital Literacy and Computer Science (2018) Grade(s): 09-12

DLCS18.HS.6

Decompose problems into smaller components through systematic analysis, using constructs such as procedures, modules, and/or objects, with parameters, and which return a result.

Unpacked Content

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Vocabulary

  • parameters
  • procedures
  • modules
  • objects
  • control structures

Knowledge

Students know:
  • removing unessential details can make a process simpler.
  • control structures can assist in programming decisions.
  • how to create a program that returns a result.

Skills

Students are able to:
  • decompose a problem.
  • create a program that returns a result.
  • implement control structures.

Understanding

Students understand that:
  • removing unessential details can make a process simpler.
  • control structures can assist in programming decisions.
Digital Literacy and Computer Science (2018) Grade(s): 09-12

DLCS18.HS.8

Demonstrate code reuse by creating programming solutions using libraries and Application Programming Interfaces.

Unpacked Content

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Vocabulary

  • code
  • programming languages
  • Application Programming Interfaces

Knowledge

Students know:
  • how to design a programming application that reuses code from programming libraries and code created in previous applications.

Skills

Students are able to:
  • reuse code from previous applications, code libraries, or APIs to reduce coding workload.

Understanding

Students understand that:
  • reuse of code can be time
  • saving.
  • code may be written and shared in code libraries or may be accessible as an API.
Digital Literacy and Computer Science (2018) Grade(s): 09-12

DLCS18.HS.9

Demonstrate the ability to verify the correctness of a program.

Unpacked Content

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Vocabulary

  • compile
  • program
  • syntax

Knowledge

Students know:
  • proper syntax and formatting for a coding language.
  • how to identify coding errors in a programming language.
a.
  • programs must be tested to verify that the desired task is executed properly.
  • testing a program requires a scenario where you can easily verify that the result of the program is correct/accurate.
b.
  • a program can contain one of the following properties, but not be an appropriate program: correctness, efficiency, scalability and readability
  • it is important to have others review your code.
  • that to be a quality program, code must be correct, efficient, scalable and readable.

Skills

Students are able to:
  • analyze code for proper syntax and formatting.
a.
  • create a test case with verifiable results.
  • execute a program with the created test case to verify program performance.
  • locate errors in programming by executing test cases.
b.
  • work with others to review their code for correctness, efficiency, scalability and readability.

Understanding

Students understand that:
  • programming languages each have their own required formatting which must be adhered to for a program to run correctly.
  • errors in programming languages prevent the program from executing its task.
  • each language has its own syntax and method for identifying potential errors.
a.
  • code can be formatted correctly and a program can still produce unintended results.
  • a test case is vital to verifying that a program is executing a task as intended.
b.
  • to be a quality program, code must be correct, efficient, scalable and readable.
  • it is important to have others proofread your code.
Digital Literacy and Computer Science (2018) Grade(s): 09-12

DLCS18.HS.10

Resolve or debug errors encountered during testing using iterative design process.

Unpacked Content

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Vocabulary

  • debug

Knowledge

Students know:
  • steps of the problem solving process.
  • how to identify errors in an iterative design process.

Skills

Students are able to:
  • review a process and identify errors in procedure.
  • rectify errors found in a process.
  • test resolution to verify that the process now runs as intended.

Understanding

Students understand that:
  • errors in a process can prevent a solution.
  • resolving an error will allow the process to function as intended.
Digital Literacy and Computer Science (2018) Grade(s): 09-12

DLCS18.HS.40

Use an iterative design process, including learning from mistakes, to gain a better understanding of a problem domain.

Unpacked Content

UP:DLCS18.HS.40

Knowledge

Students know:
  • that creating an artifact is an iterative process.
  • that feedback serves to make products better.
  • that mistakes are teaching tools that help determine how not to solve a problem.

Skills

Students are able to:
  • create and publish.
  • process constructive feedback.
  • persevere through mistakes.

Understanding

Students understand that:
  • creating an artifact is an iterative process.
  • feedback serves to make products better.
  • mistakes are teaching tools that help determine how not to solve a problem.
Link to Resource
https://curriculum.code.org/csp-18/unit5/14/

CR Resource Type

Lesson/Unit Plan

Resource Provider

Code.org
Accessibility
License

License Type

Custom

Custom License Type (URL)

https://code.org/tos

Approved Date

ALSDE LOGO

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