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Programming 101

Time 5 hrs

Difficulty Intermediate

Prerequisites Intro to Web Design

Departments Human Technologies

Authors Ross Parker

Groupings Individual
Pairs
Threes

Minimum Year Group None

Unit Overview
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Content
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Exemplar Work

Blurb

In this unit you will learn the fundamentals of computer programming, giving you the power to make computers do what you want. You will start off using a programming language called Scratch, but the concepts apply to most languages.

License

This work is shared under the following license: Creative Commons BY-SA-NC

Outline

The Pitch Why should I bother learning this? Programming, known as the "new superpower", let's you control computers, create something from nothing and change the world. So, want to learn how to build awesome stuff?
Resources What is needed to run this unit? Laptops Internet access Scratch 2 (Web-based, recommended) Scratch 1 (Desktop)	Interdisciplinary Links Do not try and force this. What areas of other subjects might this reflect and/discuss language. For IB, links with ToK. Maths - angles, coordinates, logic, shapes
Teacher Reflection What was successful? What needs changing? Alternative Assessments and Lesson Ideas? What other Differentiation Ideas/Plans could be used? ...
Credits Any CC attribution, thanks, credit, etc. Programming thumbnail by macrovector on freepik under Freepik License. Scratch Logo (Copyright MIT) is used under assumed fair use for education.

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5 mins

Want To Change The World?

The Pitch

Programming, known as the "new superpower", let's you control computers, create something from nothing and change the world. So, want to learn how to build awesome stuff?

5 mins

Introduction

Getting Started

In this unit you will learn the fundamentals of programming. From this simple start, you can build your knowledge to develop more complex systems.
At it's most basic, programming can be thought of as “the creation of computer software”.
Programming can be very complex, but we will use Scratch to get started: this is a simple way to get going.
In the future you might learning something like PHP, which is pretty complex

As you learn, please try to remember that programming is an exercise in problem-solving, patience and intellectual curiosity.

5 mins

Where Is Scratch

Hands On

The software you will be using is called Scratch.
- You can use Scratch online (recommended).
- Or, you can use the older desktop version (which is pre-installed on your ICHK laptop)
Take a minute now to check that you can access Scratch in one of these ways.
If you are signing into the Scratch website (which you need to do to save your work), please register using your @ichk.edu.hk email address.

20 mins

5 Key Concepts

Theory

To get you started thinking about programming, we will work through a practical example together: come and find your teacher, and ask them to look at this section with you.
Together, you will use natural language to create a programme for walking up stairs.
After we have completed the practical, we will talk quickly about the 5 key concepts in programming:
- Instructions
- Sequential
- Processing
- Loop
- Conditional

35 mins

Scratch Playtime

Go Nuts!

Take some time now to can play around with Scratch to see what you can make it do. Be imaginative, and try and make it do something fun.
You can always check out Scratch programmes shared by others at the Scratch website. There are some fun games you can try and play.
The video below might help you get started, as might this Scratch: Getting Started Guide.

5 mins

5 Key Concepts Recap

Remember?

Quickly remind yourself of the 5 key concepts introduced last lesson:
- Instructions: tell the computer what to do.
- Process: the computer processes each instruction, doing what it says
- Sequential: instructions are processed from top to bottom, in order, one at a time.
- Loop – doing a set of instructions over and over again, without having to rewrite them.
- Conditional – making a decision, and taking action accordingly.

10 mins

Scratch Vocab/Ideas

Theory

By now you have had a chance to play with Scratch. Hopefully the following concepts are becoming familiar to you. If not, look them up in the s Scratch: Getting Started Guide:
- Stage
- Sprites
- Instructions (these are grouped together in the Scripts area)
- Dragging and dropping instructions:
  - Control: When ___ clicked
  - Pen: Pen down
  - Motion: Move ___ steps
  - Ungrouping instructions
  - Deleting instructions

55 mins

Challenge 1: Problem Solving

Hard Stuff

You are now going to try something really hard, which will encourage you to actively solve a challenging problem.
You are to work independently (no talking, no Internet) to create a programme to replicate the following two drawings, hopefully with the fewest possible instructions.
REMEMBER, THIS IS SUPPOSED TO BE HARD ; ) Start with the first one, which is much easier.
Ask for clues from your teacher if you need it.

Take some time to show your solution to these problems to your teacher at this point, before moving on.

10 mins

Mr. Parker's Theory of Problem Solving Stuckness

Theory

One of the main points of this unit is for you to experience the difficulty and power of problem solving.
Problem solving is one of the most creative tasks you can perform: it is also amongst the most difficult, and often involves self-doubt, frustration, anger and apathy.
- These traits are common to any really creative exercise, including painting, inventing, science, music, etc.
Generally, rapid progress comes after a period of difficulty, and is experienced as a moment of "ah ha" revelation.
You may find the following diagram useful in observing and understanding your own emotions during this unit.
Come and discuss this with your teacher if you would like to hear some problem solving stories.

140 mins

Challenge 2: Build A Game

Fun & Games

Spend this time to try and build some kind of game in Scratch.
Use your time to investigate different instructions, and how you can use them to allow a user in interact with your game.
You can always look for ideas by checking out programmes shared by others at the Scratch website
Be creative. Take some risks.

10 mins

Finishing Up

Evidence

As evidence of your learning, either:

Export your Scratch game to the SB2 (or SB) format, and then submit it.
or, if you have made your game public on the Scratch website, submit the link.

Images

Embeds

Records 1 to 4 of 4

Unit	Students	Work
	Andrea & Beth Shared on 11/03/2021	Click to View Work Student Comment This is a game that Andrea and I made. It is very simple and easy to play. Teacher Comment Great work. Well done.
	Sheza Shared on 04/05/2020	Click to View Work Student Comment This is the game I made but got help on. Make sure to read the instructions before playing the game. Teacher Comment Well done Sheza. This is a really addictive game. Having looked at the code it is very elegant, producing a complex game with relatively few lines of code. I wonder if you used a tutorial to help you with this? That is a great way to learn, but do be careful, if you have, to cite any sources from which you obtained more than passing help. Keep up the good work, and let us know what you programme next!
	Dominic Shared on 24/05/2019	Click to View Work Student Comment I Have learned to code on scratch I've had set backs and learned to deal with them Teacher Comment The link doesn't seem to work, but when I viewed Dominic's game laptop, I enjoyed playing the simple snake game. It's playable and addictive. The zombie shoot em up requires a bit more work, but good to have a go and Dominic has clearly learnt a good deal about game development.
	Gladys Shared on 25/01/2019	Click to View Work Student Comment Hello! This unit was very challenging for me because gaming isn't my speciality, so is making a game. This took me more then the required time and I had a lot of help from my classmates but I learnt a lot from it, for example, I now know how to make a game on scratch and how to use the buttons. Teacher Comment Well done Gladys! You really challenged yourself with this unit. It was great to see you grapple with new ideas and technologies to produce a very frustrating and engaging maze game! Great learning, and a great attitude to challenge! I'm impressed with your growth mindset and tenacity! What next?

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