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Table of Contents
Introduction
Video Tutorials
Curriculum Map
Curriculum Assets
Unit 1: Programming & Java (2 weeks)
Lesson 1.01: Using Eclipse & Practice It
Lesson 1.02: Algorithms & Computational Thinking
Lesson 1.03: String & Console Output
Lesson 1.04: Common Errors & Comments
Lesson 1.05: Static Methods & Method Calls (1/2)
Lesson 1.06: Static Methods & Method Calls (2/2)
Lesson 1.07: Programming Project
Lesson 1.08: Finding & Fixing Errors
Lesson 1.09: Review
Lesson 1.99: (Unit 1 Test)
Unit 2: Working with Data & Basic Control
Flow (3 weeks)
Lesson 2.00: Test Review & Reteach
Lesson 2.01: Basic Data Concepts
Lesson 2.02: Declaring & Assigning Variables
Lesson 2.03: String Concatenation & Increment Decrement Operators
Lesson 2.04: Mixing Types & Casting
Lesson 2.05: for Loops
Lesson 2.06: nested for Loops
Lesson 2.07: Scope & Pseudocode
Lesson 2.08: Programming Project
Lesson 2.09: Programming Project
Lesson 2.10: Finding & Fixing Errors
Lesson 2.11: Review
Lesson 2.99: (Unit 2 Test)
Unit 3: Advanced Data & Control Flow (
weeks)
Lesson 3.00: Test Review & Reteach
Lesson 3.01: Parameters
Lesson 3.02: Limitations of Parameters & Multiple Parameters
Lesson 3.03: Return Values
Lesson 3.04: Programming Project
Lesson 3.05: Using Objects & String Processing
Lesson 3.06: Interactive Programs & Scanner Objects
Lesson 3.07: Pokémon Battle Programming Project
Lesson 3.08: Finding & Fixing Errors
Lesson 3.09: Relational Operators & if/else
Lesson 3.10: Nested if/else Statements
Lesson 3.11: Reducing Redundancy
Lesson 3.12: Cumulative Algorithms
Lesson 3.13: while Loops
Lesson 3.14: Random Numbers
Lesson 3.15: Fencepost & Sentinel Loops
Lesson 3.16: Boolean Logic (2 Days)
Lesson 3.17: Finding & Fixing Errors
Lesson 3.18: Review
Lesson 3.99: (Unit 3 test)
Test 2 Guide
Lesson 3.XX: Frac Calc
Unit 4: Arrays, Lists, & Files (4 weeks)
Lesson 6.04: Polymorphism
Lesson 6.05: Has-a Relationships
Lesson 6.06: Interfaces
Lesson 6.07: Programming Project (5 Days)
Lesson 6.08: Finding & Fixing Errors
Lesson 6.09: Review
Lesson 6.99: (Unit 6 test)
Test 5 Guide
Lesson 6.XX: Text Excel
Unit 7: Searching & Sorting (3 weeks)
Lesson 7.00: Test Review & Reteach
Lesson 7.01: Searching Algorithms
Lesson 7.02: Sorting Algorithms
Lesson 7.03: Elevens Lab (16 Days)
Lesson 7.04: Review
Lesson 7.99: (Unit 7 test)
Test 6 Guide
Unit 8: Recursion (2 weeks)
Lesson 8.00: Test Review & Reteach
Lesson 8.01: Thinking Recursively
Lesson 8.02: Writing Recursive Solutions
Lesson 8.03: Mechanics of Recursion
Lesson 8.04: MergeSort
Lesson 8.05: Finding & Fixing Errors
Lesson 8.06: Review
Lesson 8.07: (Unit 8 quiz)
Lesson 8.08: Quiz Review & Reteach
Unit 9: AP Test Review (3 weeks)
Lesson 9.00: Reviewing for the AP Exam
Unit 10: Post-AP Exam Projects (4–5 weeks)
SpaceBattleArena
TEALS Minecraft Modding
Appendix
About This Curriculum
Changelog
Contributing
Acknowledegments
curriculum useful; you should expect to skip over certain notes to focus on the information that is most useful to you.
We have provided classroom management tips and engagement tips for TEALS volunteers, who are new to the classroom setting. Experienced teachers and volunteers will likely choose to skip such details and focus on the step-by-step lecture notes.
You may browse the Curriculum Map for an overview of the pacing, objectives, and assessments.
Year Round Pacing
The table-of-contents (included with Introduction materials) contains course-grained time estimates on the scale of weeks and days so teachers can plan accordingly. Units 6 and 8 include extra days in the time-estimate so teachers can re-adjust their unit plans if they have shifted due to unexpected class cancellations or drift.
Daily Structure
Every classroom is different, and we expect that instructors will adapt the daily structure of the class to suit their students' needs. That said, we've designed most of the lessons using the following daily structure:
Hook & Instruction
Each lesson plan begins with one or several options for short (from seconds to 5 minutes) engaging or mystifying activities that introduce students to the topics to be introduced later in the lesson. Lecture notes, student prompts, and quick-assessments (with answers) are outlined in subsection “Introduction.” If you are teaching in a flipped classroom, this section can be pre-recorded for students to view at home. For additional resources on flipping your classroom, please refer to “Additional Resources” below.
Student Practice
Student practice/activities are outlined with step-by-step instructions including pacing suggestions and alternative stopping points. Any special materials or preparation needed for the hook, lecture, or activity are listed in the Materials & Prep section.
Warmup / DoNow / Boardwork/Ticket-to-leave
Introduction
Since each classroom progresses at different rates, we have not included warm-up and cool-down questions (though time has been scheduled in the Pacing Guide for one or both of these activities). You should choose your questions based on the topics you felt were most challenging or confusing for your students. A good source for short-answer and multiple choice questions is the Barron's AP Computer Science A review book, which TEALS ships to each AP CS A volunteer.
Scaffolding
The Glossary of Education Reform defines scaffolding as:
A variety of instructional techniques used to move students progressively toward stronger understanding and, ultimately, greater independence in the learning process.
Instructors provide successive levels of temporary support that help students reach higher levels of comprehension than they would have been able to achieve without assistance. Support is gradually removed as students move towards mastery, which occurs when students demonstrate skills and knowledge without any outside assistance.
The University of Washington course CSE 142 and associated textbook do not contain much scaffolding. This curriculum attempts to wrap the content of the UW course with scaffolding appropriate for high school classes. Some classes may not require scaffolding, and other classes may need even more scaffolding than those steps suggested within the lesson plan.
Examples
Most lecture notes and classroom examples are slightly modified versions of the examples outlined in the textbook. When the class needs additional examples, or re-teaching, instructors can refer directly to the textbook for a fresh set of similar examples and explanations. The "additional resources" section of this document lists some other sources for examples and labs.
References to the textbook
Some classrooms are using earlier editions of the Building Java Programs textbook. To avoid confusion, we have written all reading and practice assignments by chapter and section rather than page number. In cases where practice problems or assignments differ between editions, we have copied those assignments (with reference) into printable documents.
Homework Assignments
Introduction
Vocabulary
A comprehensive vocabulary list for each unit is provided for teachers to generate word walls in their classroom. Some classrooms will be able to omit certain vocabulary words; as offered, the lists offered include words that English language learners and students with previous sub-optimal instruction may find challenging.
Error-Checking Lessons
One class period in each unit has been devoted to student correction and resubmission of work. While it may be tempting to “win back” class time by skipping these sessions, we strongly encourage teachers to leave these sessions in.
When students have the opportunity to fix their work and earn back full or partial credit, it gives students agency over their grade and teaches students to examine and reflect upon their own learning. On a practical note, when error-checking lessons are included, teachers need only grade answers as correct/incorrect, since students will be challenged with finding and fixing the errors on their own later. Finally, students that have answered all or most of their work correctly receive a day off to do silent work/play on their own, which positively reinforces students to put in the initial effort to win a day off.
Video Tutorials
Timing and Pacing — Adjusting lessons and the curriculum map for the speed of your learners Projects and Labs — Choosingn whether your class completes the AP labs or the projects (FracCalc/TextExcel) Supporting Visual-Spatial Learners — Using the physical space in your classroom to enhance learning Parson's Problems — Assessing high-level programming skills quickly with Parson's Problems Grudgeball — Reviewing material by playing a class game of Grudgeball
Digital Tools Associated with This Curriculum
Integrated Design Environment (IDE) — Eclipse
Coding in Java requires the Java Development Kit and a text editor or IDE. There are many Java IDEs available. Currently most of the TEALS classrooms use Eclipse. Unit 1 includes directions for installing Eclipse.
Introduction
Practice-It!
Professors Marty Stepp and Jessica Miller created the Practice-It online tool that allows students to complete Java exercises from the BJP textbook and get immediate feedback on their results. Detailed instructions for teacher and student registration on the site are included in Unit 1 lessons.
As of the 2015–2016 school year, TEALS classes do not have access to the Practice-It dashboard for tracking student progress on the exercises. Instead, instructors can use one of the following methods:
- Students take screen shots of their total correct problems (a table is available on their home dashboard), and submit the screenshots by email or form submission on your chosen learning management system.
- Implement the Practice-It Grade Retrieval Tool created by Mauricio Del Carpio (of Bishop Blanchet High School). Step-by-step instructions for installation are included in the Practice It Grade Retrieval document included with the other Introduction materials.
Detecting Cheating with MOSS
Although the curriculum does not specifically outline an approach for monitoring cheating, many teachers have found it easier, faster, and less stressful to use a free plagiarism- detection program offered by Stanford at http://theory.stanford.edu/~aiken/moss/. Teachers will still need to manually inspect code flagged by MOSS, but the program does catch common tactics including renaming variables and reordering methods.
Occasionally, teachers have difficulty registering for an account. If this occurs, you are encouraged to email the program's creator Alex Aiken directly, at [email protected].
Additional Resources
The free web-based game Code Hunt (http://www.codehunt.com) offers opportunities for students to find and fix errors by “discovering the missing code segments.” Assignments/Levels are automatically graded, and students can compete against each other to hone their programming skills. Similar to PracticeIt, CodingBat (http://www.codingbat.com) offers Java practice problems with instant feedback for students. The problems in CodingBat are distinct from those in the Building Java Programs textbook. CodingBat has a teacher
Introduction
TEALS intends for this curriculum to be a starting point; it's our first attempt at a complete AP CS A curriculum. We'll continue evolving and adapting the curriculum and associated materials as we learn more about teaching AP CS A. To participate in this process, we invite TEALS team members and independent teachers using this curriculum to submit edits and suggestions via the discussion forum on the TEALS dashboard, or to [email protected].
Introduction
AP CS A Video Tutorials
The following are a set of video tutorials to help guide new teachers on the TEALS curriculum.
Videos
Timing and Pacing: Adjust lessons and the curriculum map for the speed of your learners Projects and Labs: Choose whether your class completes the AP Labs or the Projects(FracCalc/TextExcel) Space: Using the physical space in your classroom to enhance learning Parson's Problems: Assessing high-level programming skills quickly with Parson's Problems Grudgeball: Review materials using by plaing a game of Grudgeball
Video Tutorials
Curriculum Assets
LP Title In Class Reading Homework
1.01 Using Eclipse &Practice-It^ WS 1.1.1WS 1.1.
Explore Pokémon (pokemon.com, console, web site)
Algorithms & Computational Thinking
PB&J 1.
Reflect on PB&J assignment Continue exploring Pokémon
1.03 String & ConsoleOutput
Practice-It SC 1.6–9, 1.11– LP Welcome
1.3 EX 1.1–
1.04 Common Errors &Comments WS 1.4 1.4 EX 1.6–
1.05 Static Methods &Method Calls
Practice-It SC 1.22, 1.23, 1.26, 1.
1.5 EX 1.11, 1.12, 1.14,1.
1.06 Static Methods &Method Calls
LP StarFigures LP PikachuChatter
Outline ch 1 PP 1.1, 1.
1.07 ProgrammingProject PP 1.2, 1.5 Note check (addsummaries if needed)
1.08 Finding & FixingErrors Fix homework Reviewch 1 Submit questions forreview
1.09 Review
Review questions WS 1. Practice test
Study
[1.99] Unit 1 Test
Test 0 Section I Test 0 Section II
Curriculum Map
Lesson 1.01 Using Eclipse & Practice-It
Objectives Students will be able to open Eclipse, create and save a file inEclipse, and use Practice-It.
Assessments
Students will demonstrate Plug-In and Un-Plug procedures for the teacher. Students will log in and submit a sample problem in Practice-It.
In Class WS 1.1.1WS 1.1.
Reading Homework Explore Pokémon (pokemon.com, console, web site)
Lesson 1.02 Algorithms & Computational Thinking
Objectives
Students will be able to define algorithms, programs, hardware, software, and operating systems. Students will be able to describe the relationships between these concepts and components.
Assessments
Students will write sample algorithms, assemble and debug a program that directs the instructor to make a peanut butter & jelly sandwich. In Class PB&J Reading 1.
Homework Reflect on PB&J assignmentContinue exploring Pokémon
Lesson 1.03 String & Console Output
Objectives
Students will correctly assemble a complete program that uses a class header, body, and main method. Students will correctly use print, println, and escape sequences.
Assessments Students will create a starter Pokémon programStudents will complete several Practice-It questions.
In Class
Practice-It SC 1.6–9, 1.11– LP Welcome Reading 1. Homework EX 1.1–
Curriculum Map
Lesson 1.07 Programming Project
Objectives Students will construct a program containing method calls and staticmethods.
Assessments Students will submit a complete, functional program by the end ofclass.
In Class PP 1.2, 1. Reading Homework Note check (add summaries if needed)
Lesson 1.08 Finding & Fixing Errors
Objectives Students will find errors in their returned homework assignments, andcorrect their code.
Assessments Students will re-submit all homework assignments with correctedanswers.
In Class Fix homework Reading Review ch 1 Homework Submit questions for review
Lesson 1.09 Review Objectives Students will identify weaknesses in their Unit 1 knowledge.
Assessments Students will create a personalized list of review topics to guidetonight’s study session.
In Class
Review questions WS 1. Practice test Reading Homework Study
Unit 1 Test Programming & Java
In Class Test 0 Section ITest 0 Section II
Curriculum Map
Unit 2: Working with Data & Basic Control Flow
(3 weeks)
Unit 2 Slides Unit 2 Word Bank Curriculum Assets
LP Title In Class Reading Homework
2.00 Test Review &Reteach Review test
2.1 except for “Mixing types and Casting”
Test corrections
2.01 Basic DataConcepts WS 2.1 2.2 up to “StringConcatenation”
SC 2.1-2.
(4th: 2.1",2.3," 2.4)
Declaring & Assigning Variables
WS 2.
Practice-It SC 2.7, 2. (4th: 2.8," 2.13) E 2.
Rest of 2.
SC 2.5",2.6,2.9,
(4th: 2.6,2.7,2.1,2.14- 2.17)
String Concatenation & Increment Decrement Operators
Grudgeball Rest of 2.2 SC 2.4(4th: 2.5)
2.04 Mixing Types &Casting WS 2.4Poster 2.4 2.3 up to “Nestedfor Loops" finish WS 2.
2.05 for Loops
WS 2.
Practice-It SC 2.18,2.23,
(4th: 2.21,2.26," 2.27)
2.3 “Nested for Loops”
SC 2.19-2.
(4th: 2.22-2.24)
2.06 nested forLoops
Practice-It SC 2.28-2. (4th: 2.31- 2.33), E 2.
2.4 “Scope” and “Pseudocode"
SC 2.26", 2.
(4th: 2.29, 2.30),E 2.
Curriculum Map
