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IntroductionAs written, the homework assignments contain material to be assigned, but are not phrasedin terms of learning goals. Teachers should choose specific learning goals for the evening'swork depending on student progress and timing within the week and school year, thenphrase the assignment in terms of learning goals, not output.For example, rather than "read section 3.1" assign the reading by saying "for tomorrow, beprepared to pass data into methods using parameters. Section 3.1 in the textbook will showyou how."PokémonThroughout the course, this curriculum includes lab assignments using the Pokémonuniverse as a subject-matter domain (often replacing textbook assignments on less salienttopics like compound interest). The Pokémon storyline and game rules are familiar to maleand female students from all socioeconomic backgrounds, available across the digital divideas both a card game and a video game, and are available in 10 different languages (English,Spanish, Portuguese, Dutch, French, German, Italian, Korean, Chinese, and Japanese).Because the game relies on statistics, modulo operators, and the underlying 32-bit integerthat characterizes any given Pokémon, we will be using this theme to introduce students tomuch of the AP CS A curriculum. Students will be entering the AP CS A course with varyingdegrees of math literacy, and framing mathematical challenges in this familiar framework ishelpful for avoiding stereotype threat and math anxiety.To learn more about the Pokémon storyline, game rules, underlying formulae, andcharacters, visit http://bulbapedia.bulbagarden.net/. For a more general introduction to thePokémon franchise, visit http://www.pokemon.com/.AP Test PreparationThe curriculum is designed with AP Test Prep in mind. All of the Unit tests are in the APexam format. In classes where many students will take the exam, instructors shouldgradually adjust the testing environment to mimic that of the exam:Always provide/allow the AP Java Quick ReferenceMove from open-note (see “Tricky Code Cheat Sheet”) to closed-noteThe AP exam has 40 multiple choice questions in 75 minutes ( 2 minutes per question).On the earlier tests, start at a slower pace (perhaps 4 minutes per question). As thecourse progresses, work to a pace even faster than the actual test (90 seconds perquestion).9

IntroductionVocabularyA comprehensive vocabulary list for each unit is provided for teachers to generate wordwalls in their classroom. Some classrooms will be able to omit certain vocabulary words; asoffered, the lists offered include words that English language learners and students withprevious sub-optimal instruction may find challenging.Error-Checking LessonsOne class period in each unit has been devoted to student correction and resubmission ofwork. While it may be tempting to “win back” class time by skipping these sessions, westrongly encourage teachers to leave these sessions in.When students have the opportunity to fix their work and earn back full or partial credit, itgives students agency over their grade and teaches students to examine and reflect upontheir own learning. On a practical note, when error-checking lessons are included, teachersneed only grade answers as correct/incorrect, since students will be challenged with findingand fixing the errors on their own later. Finally, students that have answered all or most oftheir work correctly receive a day off to do silent work/play on their own, which positivelyreinforces students to put in the initial effort to win a day off.Video TutorialsTiming and Pacing — Adjusting lessons and the curriculum map for the speed of yourlearnersProjects and Labs — Choosingn whether your class completes the AP labs or theprojects (FracCalc/TextExcel)Supporting Visual-Spatial Learners — Using the physical space in your classroom toenhance learningParson's Problems — Assessing high-level programming skills quickly with Parson'sProblemsGrudgeball — Reviewing material by playing a class game of GrudgeballDigital Tools Associated with This CurriculumIntegrated Design Environment (IDE) — EclipseCoding in Java requires the Java Development Kit and a text editor or IDE. There are manyJava IDEs available. Currently most of the TEALS classrooms use Eclipse. Unit 1 includesdirections for installing Eclipse.10

IntroductionPractice-It!Professors Marty Stepp and Jessica Miller created the Practice-It online tool that allowsstudents to complete Java exercises from the BJP textbook and get immediate feedback ontheir results. Detailed instructions for teacher and student registration on the site areincluded in Unit 1 lessons.As of the 2015–2016 school year, TEALS classes do not have access to the Practice-Itdashboard for tracking student progress on the exercises. Instead, instructors can use oneof the following methods:1. Students take screen shots of their total correct problems (a table is available on theirhome dashboard), and submit the screenshots by email or form submission on yourchosen learning management system.2. Implement the Practice-It Grade Retrieval Tool created by Mauricio Del Carpio (ofBishop Blanchet High School). Step-by-step instructions for installation are included inthe Practice It Grade Retrieval document included with the other Introduction materials.Detecting Cheating with MOSSAlthough 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 plagiarismdetection program offered by Stanford at http://theory.stanford.edu/ aiken/moss/. Teacherswill still need to manually inspect code flagged by MOSS, but the program does catchcommon tactics including renaming variables and reordering methods.Occasionally, teachers have difficulty registering for an account. If this occurs, you areencouraged to email the program's creator Alex Aiken directly, at [email protected] ResourcesThe free web-based game Code Hunt (http://www.codehunt.com) offers opportunitiesfor students to find and fix errors by “discovering the missing code segments.”Assignments/Levels are automatically graded, and students can compete against eachother to hone their programming skills.Similar to PracticeIt, CodingBat (http://www.codingbat.com) offers Java practiceproblems with instant feedback for students. The problems in CodingBat are distinctfrom those in the Building Java Programs textbook. CodingBat has a teacher11

Introductiondashboard, and a system of badges to motivate learners. Instructors can also uploadtheir own sets of java problems for their classes to complete.If you are interested in learning more about principles of universal design for learning,please visit erging EdTech has collected a sample of 20 digital tools to increase collaboration inthe classroom. One of them might be perfect for your classroom:See 20 Fun Free Tools for Interactive Classroom Collaboration. Other tools forcollaboration that have been successfully used in TEALS classrooms include Twiddla,Vyew, Skype, and Google Hangouts.If your classroom does not already have a digital grade management system, previousTEALS teaching teams have used Moodle, Canvas, Schoology, Excel Online, andGoogle Forms.To create digital, self-grading, and responsive quizzes, Google Forms and Socrativeoffer free tools and tutorials to use their systems.If you are stationed in a high-performing school, or in a school where many studentshave already mastered other programming languages, you may want to considerflipping (or inverting) your classroom. To learn more about the theory and practice ofteaching in a flipped classroom, Vanterbilt Univerisity offers a comprehensiveintroduction and links to practical resources/examples ipping-the-classroom.You should still be able to use most of the resources offered in this curriculum, but youwill have to shuffle how you use the lesson plans. Some quick recommendations:1. Use the lecture notes as given, but record the lecture for student viewing.2. Where lecture activities have been suggested (e.g. think-pair-shares), considerembedding questions into your lesson plans.3. Save class competitions for in-class, and leave reading and easy Practice-it, selfcheck, and worksheet exercises for home review.As you read through the lesson plans, you will find several classroom teaching activitiesand strategies appear repeatedly. Brief video tutorials modeling these activities can befound within the TEALS repository. Keep an eye out for specific adjustments to thelesson plans for error-checking and test review. While these lesson plans look identicalat first glance, small adjustments have been made for content, timing, and AP test prep.Giving feedback on the curriculum12

IntroductionTEALS intends for this curriculum to be a starting point; it's our first attempt at a completeAP CS A curriculum. We'll continue evolving and adapting the curriculum and associatedmaterials as we learn more about teaching AP CS A. To participate in this process, we inviteTEALS team members and independent teachers using this curriculum to submit edits andsuggestions via the discussion forum on the TEALS dashboard, or [email protected]

Video TutorialsAP CS A Video TutorialsThe following are a set of video tutorials to help guide new teachers on the TEALScurriculum.VideosTiming and Pacing: Adjust lessons and the curriculum map for the speed of yourlearnersProjects and Labs: Choose whether your class completes the AP Labs or theProjects(FracCalc/TextExcel)Space: Using the physical space in your classroom to enhance learningParson's Problems: Assessing high-level programming skills quickly with Parson'sProblemsGrudgeball: Review materials using by plaing a game of Grudgeball14

Curriculum MapAP CS A Curriculum MapThe following curriculum map is a day-by-day listing of the AP Computer Science course inchronological order. Each row represents one day of class, based on a medium-paced class.Readings from the textbook and homework assignments are included on the day when theyshould be assigned. Refer to the Introduction document for information about how to adjustthis pacing for your specific classroom.ContentsUnit 1: Programming & Java (2 weeks)Unit 2: Working with Data & Basic Control Flow (3 weeks)Unit 3: Advanced Data & Control Flow (4 weeks)Unit 4: Arrays, Lists, & Files (4 weeks)Unit 5: Object-Oriented Programming (4 weeks)Unit 6: Inheritance & Polymorphism (4 weeks)Unit 7: Searching & Sorting (3 weeks)Unit 8: Recursion (2 weeks)Unit 9: AP Test Review (3 weeks)Unit 10: Post-AP Exam Projects (4–5 weeks)AbbreviationsWS — WorksheetSC — Self-Check problem (in the textbook)EX — Exercise (in the textbook)PP — Programming Project (in the textbook)Unit 1: Programming & Java (2 weeks)Unit 1 SlidesUnit 1 Word Bank15

Curriculum MapCurriculum AssetsLPTitleIn Class1.01Using Eclipse &Practice-ItWS 1.1.1WS 1.1.2Explore Pokémon(pokemon.com,console, web site)1.02Algorithms &ComputationalThinkingPB&J1.2Reflect on PB&JassignmentContinue exploringPokémon1.03String & ConsoleOutputPractice-ItSC 1.6–9,1.11–14LP Welcome1.3EX 1.1–51.04Common Errors &CommentsWS 1.41.4EX 1.6–91.05Static Methods &Method CallsPractice-ItSC 1.22, 1.23,1.26, 1.291.5EX 1.11, 1.12, 1.14,1.161.06Static Methods &Method CallsLP StarFiguresLPPikachuChatterOutline ch 1PP 1.1, 1.31.07ProgrammingProjectPP 1.2, 1.5Note check (addsummaries if needed)1.08Finding & FixingErrorsFix homeworkReviewReviewquestionsWS 1.9Practice testUnit 1 TestTest 0 Section ITest 0 SectionII1.09[1.99]ReadingReviewch 1HomeworkSubmit questions forreviewStudy1.0116

Curriculum MapLesson 1.01Using Eclipse & Practice-ItObjectivesStudents will be able to open Eclipse, create and save a file inEclipse, and use Practice-It.AssessmentsStudents will demonstrate Plug-In and Un-Plug procedures for theteacher.Students will log in and submit a sample problem in Practice-It.In ClassWS 1.1.1WS 1.1.2ReadingHomeworkExplore Pokémon (pokemon.com, console, web site)1.02Lesson 1.02Algorithms & Computational ThinkingObjectivesStudents will be able to define algorithms, programs, hardware,software, and operating systems.Students will be able to describe the relationships between theseconcepts and components.AssessmentsStudents will write sample algorithms, assemble and debug aprogram that directs the instructor to make a peanut butter & jellysandwich.In ClassPB&JReading1.2HomeworkReflect on PB&J assignmentContinue exploring Pokémon1.03Lesson 1.03String & Console OutputObjectivesStudents will correctly assemble a complete program that uses aclass header, body, and main method.Students will correctly use print, println, and escape sequences.AssessmentsStudents will create a starter Pokémon programStudents will complete several Practice-It questions.In ClassPractice-ItSC 1.6–9, 1.11–14LP WelcomeReading1.3HomeworkEX 1.1–517

Curriculum Map1.04Lesson 1.04Common Errors & CommentsObjectivesStudents will create simple programs with commentsStudents will be able to list and apply the steps necessary for avoidingsyntax errors.AssessmentsStudents will complete a worksheet (WS 1.4).Students will develop a personal check-list for spotting syntax errors.In ClassWS 1.4Reading1.4HomeworkEX 1.6–91.05Lesson 1.05Static Methods & Method CallsObjectivesStudents will use procedural decomposition to plan complex programsusing structure diagrams.Students will manage complexity by using method calls.AssessmentsStudents will complete Practice-It problems.In ClassPractice-ItSC 1.22, 1.23, 1.26, 1.29Reading1.5HomeworkEX 1.11, 1.12, 1.14, 1.161.06Lesson 1.06Static Methods & Method CallsObjectivesStudents will use structure diagrams to plan complex programs.Students will manage complexity by using method calls.AssessmentsStudents will complete Practice-It problems, students will write astructured Pikachu program.In ClassLP StarFiguresLP PikachuChatterReadingHomeworkOutline ch 1PP 1.1, 1.31.0718

Curriculum MapLesson 1.07Programming ProjectObjectivesStudents will construct a program containing method calls and staticmethods.AssessmentsStudents will submit a complete, functional program by the end ofclass.In ClassPP 1.2, 1.5ReadingHomeworkNote check (add summaries if needed)1.08Lesson 1.08Finding & Fixing ErrorsObjectivesStudents will find errors in their returned homework assignments, andcorrect their code.AssessmentsStudents will re-submit all homework assignments with correctedanswers.In ClassFix homeworkReadingReview ch 1HomeworkSubmit questions for review1.09Lesson 1.09ReviewObjectivesStudents will identify weaknesses in their Unit 1 knowledge.AssessmentsStudents will create a personalized list of review topics to guidetonight’s study session.In ClassReview questionsWS 1.9Practice testReadingHomeworkStudy1.99Unit 1 TestProgramming & JavaIn ClassTest 0 Section ITest 0 Section II19

Curriculum MapUnit 2: Working with Data & Basic Control Flow(3 weeks)Unit 2 SlidesUnit 2 Word BankCurriculum AssetsLPTitleIn ClassReadingHomework2.00Test Review &ReteachReview test2.1 except for“Mixing types andCasting”Test corrections2.01Basic DataConceptsWS 2.12.2 up to “StringConcatenation”SC 2.1-2.3(4th: 2.1",2.3,"2.4)2.02Declaring &AssigningVariablesWS 2.2Practice-It SC2.7, 2.11(4th: 2.8,"2.13) E 2.1Rest of 2.2SC 03StringConcatenation& IncrementDecrementOperatorsGrudgeballRest of 2.2SC 2.4(4th: 2.5)2.04Mixing Types &CastingWS 2.4Poster 2.42.3 up to “Nestedfor Loops"finish WS 2.4for LoopsWS 2.5Practice-It SC2.18,2.23,2.24(4th:2.21,2.26,"2.27)2.3 “Nested forLoops”SC 2.19-2.21(4th: 2.22-2.24)nested forLoopsPractice-It SC2.28-2.30(4th: 2.312.33), E 2.52.4 “Scope” and“Pseudocode"SC 2.26", 2.27(4th: 2.29,2.30),E 2.42.052.0620

Curriculum Map2.07Scope &PseudocodeWS 2.7Discuss PP2.12.08ProgrammingProjectStart PP 2.4Outline ch 2(omit 2.5)2.09ProgrammingProjectComplete PP2.4[TBD practicequestion]2.10Finding & FixingErrorsFix HW2.11Review (Reviewquestions)WS 2.11practice test(Unit 2 Test)Test 1 SectionITest 1 SectionII[2.99]Read 2.4 “ClassConstants”Review ch 2 (omit2.5)SC 2.31-2.33(4th 2.34-2.36)Submitquestions forreviewStudy2.00Lesson 2.00Test Review & ReteachObjectivesStudents will re-learn or strengthen content knowledge and skills fromUnit 1.AssessmentsStudents will re-submit test answers with updated corrections forpartial or full credit, depending on instructor preference.In ClassReview testReading2.1 except for “Mixing Types and Casting”HomeworkTest corrections2.0121

Curriculum MapLesson 2.01Basic Data ConceptsObjectivesStudents will be able to identify and categorize data types.Students will identify operators and operands, and will correctly applyrules or precedence.AssessmentsUsing operator/operand expression sets, students will use rules ofprecedence to correctly write code that yields a given answer.Using operator/operand expression sets, students will create theirown expressions and predict the output.In ClassWS 2.1Reading2.2 up to “String Concatenation”HomeworkSC 2.1–3 (4th: 2.1, 2.3, 2.4)2.02Lesson 2.02Declaring & Assigning VariablesObjectivesStudents will be able to identify, declare, and assign variables.AssessmentsStudents will write a program that converts temperature fromFarenheit to Celsius.In ClassWS 2.2Practice-ItSC 2.7, 2.11 (4th: 2.8, 2.13)E 2.1ReadingRest of 2.2HomeworkSC 2.5, 2.6, 2.9, 2.12–15 (4th: 2.6, 2.7, 2.10, 2.14–17)2.03Lesson 2.03String Concatenation & Increment Decrement OperatorsObjectivesStudents will apply the rules of string concatenation, students willcorrectly interpret incrementing and decrementing statements.AssessmentsStudents will evaluate statements and predict output during a game ofgrudgeball.In ClassGrudgeballReadingRest of 2.2HomeworkSC 2.4 (4th: 2.5)2.0422

Curriculum MapLesson 2.04Mixing Types & CastingObjectivesStudents will be able to describe which types automatically convertinto others when appearing together in expressions, and predict howan expression with mixed types will evaluate.Students will be able to convert types by casting.AssessmentsStudents will use “Zombie Rules” of precedence to correctly writecode that yields a given answerSudents will create their own expressions & predict output bycompleting and trading worksheets.In ClassWS 2.4Poster 2.4Reading2.3 up to “Nested for Loops”HomeworkFinish WS 2.42.05Lesson 2.05for LoopsObjectivesStudents will trace loops to predict program behaviorStudents will construct loops to execute simple tasks.AssessmentsStudents will trace and construct loops in Practice-It problems.In ClassWS 2.5Practice-ItSC 2.18, 2.23, 2.24 (4th: 2.21, 2.26, 2.27)Reading2.3 “Nested for Loops”HomeworkSC 2.19–21 (4th: 2.22–24)2.06Lesson 2.06Nested for LoopsObjectivesStudents will trace nested loops to predict program behaviorStudents will construct loops to execute simple tasks.AssessmentsStudents will trace and construct nested loops in Practice-It problems.In ClassPractice-ItSC 2.28–30 (4th: 2.31–33)E 2.5Reading2.4 “Scope” and “Pseudocode”HomeworkSC 2.26, 2.27 (4th: 2.29, 2.30)E 2.423

Curriculum Map2.07Lesson 2.07Scope & PseudocodeObjectivesStudents will be able to identify the scope of a variable and identifycommon scope errors.AssessmentsStudents will complete a worksheet.In ClassWS 2.7Discuss PP 2.1ReadingRead 2.4 “Class Constants”HomeworkSC 2.31–33 (4th 2.34–36)2.08Lesson 2.08Programming ProjectObjectivesStudents will plan and construct a structured program containingnested loops.AssessmentsStudents will submit a complete, functional program by the end ofnext class.In ClassStart PP 2.4ReadingHomeworkOutline ch 2 (omit 2.5)2.09Les

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 2.0