Use this thread to discuss your questions and comments about how to run the lesson.
/empty - starting general for Lesson 3.2 = 259+ dicossnition
I don’t see objectives or Standards Alignment for this lesson? Are they yet to be done?
Also, if you haven’t found it yet, we do have a page that maps the whole course. https://curriculum.code.org/csp/standards/
This lesson ran long. The whole second day was spent on Min Card with the Human Machine and still only 1 pair out 10 got it to work.
Hmm… Any suggestions for us?
I ran this lesson with my APCSA students the 1st week of school. I figured it would be a good review and launch. It took them a class period (35 ,minutes) to understand the first task enough to write an algorithm. I had them work in groups with actual cards to work on a solution. The next day, we worked on using the limited set of commands. I moved onto Java on Day 3. It was enlightening to observe them working in a ‘neutral’ language and review some big ideas from CSP.
This lesson ran fairly quick for my class. About 40 minutes for both activities. Are there any sorting or searching algorithm lessons in code.org (bubble, linear, insertion, binary, etc…)? I was tempted to have some of my students who finished this lesson quickly to write an algorithm to sort the list of 8 cards and wrap it up with a lesson explaining the types of sorting and searching algorithms.
I just noticed the next lesson kind of ties into sorting. I think it’s important to remind students to think like a computer. A computer can only do one thing at a time. As a human, it’s easy to stand back and observe the entire row and find that it’s out of order. If they think of it as a computer, they’ll have to take it step by step. For example, if a “4” is the smallest card I have in a row, a computer doesn’t know the “4” is the smallest card unless it checks the ENTIRE row first. Humans sort of do the same thing but not as linear…
@joe_padon I think you make a good point - there are TONS of extensions for this task! Depending on who your students are, I think you could even get into a discussion about run time. I think this goes WAY beyond the intent of the lesson, but having extensions ready to go is always important!
Another thing to watch out for is students taking a little creative liberty with the code. My students finished really fast too, but then I realized they were using if, then statements and while loops (neither of which are “approved” lines of code). Once I realized this I made them go back and figure it out again… that took them a bit more time.
So my students want to know if they can cut and paste different pieces of code together (“splicing them”).
Is that something one would allow? I’m personally not comfortable with it as I want the kids to struggle through using the limited commands they have.
Just looking for opinions. Thanks!
In the beginning, I’d want them to have that struggle with the limited commands too. But, when they are working on bigger projects, I’d be okay with them cutting and pasting code from other programs that they have built. But within the same project, I’d tell them that if they are feeling the need to cut and paste, they should look into creating functions.
Thanks for the reply! That is how I suspect I would do it myself.
Do you have the answer for activity guide the Human machine language of Lesson 2. Thanks
The answer key can be found in CodeStudio in the blue ‘teacher’ box at the bottom of the student facing lesson overview.
Can you elaborate? I can not find the answer key anywhere. If you follow the link for answer key it just takes you to this page which does not include an answer key: https://studio.code.org/s/csp3/stage/2/puzzle/1
If you are using a verified teacher account, you should see a blue box at the bottom as shown. This contains links to the keys.
As I did this lesson, I too thought it would be a really good one to intro sorting in CS-A! Will incorporate next year too!
Wondering if there is a digital file that contains the ‘artwork’ for the code.org Human Machine Language commands from early in Unit3? Know I can cut out, scan etc but thought I’d check because I’d like to insert some into an exam!
(wouldn’t it be great if they were like Scratch blocks where we could build what we want in an editor and then clip it and insert in a word doc?
Thanks for any assistance!