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In this lesson, students will learn about how to begin coding using the programming language Python (lessons 1 - 5).
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Click and watch this teacher preparation video to help you understand how to teach this lesson. Here is a YouTube link of the teacher video for your reference: https://youtu.be/tw0VZNohZ_A
Start Here: Teacher Preparation Video
Test and debug (identify and fix errors) a program or algorithm to ensure it runs as intended.
Systematically test and refine programs using a range of test cases.
Creativity
Critical Thinking
Tell the students that they need to help a software development company called CodingMine by finding and fixing all the bugs in the software they create. The CEO of the company really needs the students’ help, as it seems that the problem has become widespread in many pieces of code that they write. The students need to write down Minecraft Python commands using the correct syntax and find and correct errors in other already existing pieces of code.
Coding Concepts:
- Computer languages
- Algorithms: how a computer thinks
- What is Python, and what version of Python will be used?
- Syntax
- Minecraft Python command structure
Coding activities (30 minutes)
1. What is right? Tell the students that the developer needs their help to figure out which one of the commands on the computer monitors is written correctly. They will have to do this by checking each of the commands in the coding window [c] to find the one that works. When they find the correct one, they need to press the mouse button on the right side of the small computer monitor where that command is shown. Explain to the students that there should be no syntax errors shown when a correct piece of code is run, and the command should show the word “Hi” in the chat.
2. What's missing? Tell the students that the programmer has asked for their help as he cannot find out what syntax blocks are missing from the commands on the monitors. There are syntax blocks in the chest in the middle of the room. The students will have to use these blocks to fill in the missing syntax of the commands. The students can also check different solutions for each of the commands on the monitors by running them in the coding window.
3. What is the correct number? Explain to the students that the data scientist has asked for their help to find out what the correct answer for three sums is. Once they find the correct answer, they should choose it from one of three given possibilities, under each monitor, by pressing the correct button.
Ask the students about the skills that they have learned during the lesson, to reinforce the concepts.
1. Q. What command do we use if we want to show a piece of text or a mathematical value in the chat? A. The player.say() command
2. Q. Do we use quotes when we want to show a piece of text in the chat? A. Yes
3 Q. Are numbers used with or without quotes if we want to use their numerical value? A. Without
4. Q. What syntax do we place around the parameters of a command? A. Parenthesis.
This lesson covers Python 101 - Lessons 1-5.
Please refer to each of the documents and Minecraft worlds for each lesson.
Check out the Tips & Tricks video playlist that will help you and your students better use Minecraft: Education Edition in the classroom:
https://youtube.com/playlist?list=PLkh9rrdH-ARER03ojhFYtmoFDVuACYJLa
More videos added periodically so make sure you check often for more content!
Click and watch the student pause and play video with your class, pausing and playing as needed. This will help your students understand how to navigate through this lesson and Minecraft world and complete the activities located within them. Enjoy!
Check out the YouTube link for your reference: https://youtu.be/5piU0gdIGGY
Python 101 (Part 1) Student
Computer Science
Students will:
Students create and refine computational artifacts through the use of design and abstraction.
Information and Communication Technology – Division 4 – Foundational Operations, knowledge and Concepts
Students will:
Demonstrate an understanding of the general concepts of computer programming and the algorithms that enable technological devices to perform operations and solve problems.
Identify needs and opportunities for designing, through exploration
Generate ideas from their experiences and interests
Add to others’ ideas
Choose an idea to pursue.
Making
Choose tools and materials
Make a product using known procedures or through modelling of others
Use trial and error to make changes, solve problems, or incorporate new ideas from self or others
Sharing
Decide on how and with whom to share their product
Demonstrate their product, tell the story of designing and making their product, and explain how their product contributes to the individual, family, community, and/or environment
Use personal preferences to evaluate the success of their design solutions
Reflect on their ability to work effectively both as individuals and collaboratively in a group
Use materials, tools, and technologies in a safe manner in both physical and digital environments
Develop their skills and add new ones through play and collaborative work
Explore the use of simple, available tools and technologies to extend their capabilities
Curricular Competencies
Applied Design, Skills, and Technologies – Grade 6 - Content
Students are expected to know the following:
· simple algorithms that reflect computational thinking
Applied Design, Skills, and Technologies – Grade 7 - Content
Students are expected to know the following:
· simple algorithms that reflect computational thinking
Applied Design, Skills, and Technologies – Grade 8 - Content
Students are expected to know the following:
· programming languages, including visual programming in relation to text-based programming and programming modular components
Applied Design, Skills, and Technologies – Grade 9 - Content
Students are expected to know the following:
text-based coding
Computer Science
Students will:
· Students will develop the abilities to use, manage, and understand information and communication technologies by exploring programming languages and computer-controlled devices.
o SLO 4.2.1 Recognize that a particular data structure permits certain operations to be carried out efficiently.
Computer Science
Students will:
· Students will develop the abilities to use, manage, and understand information and communication technologies by exploring programming languages and computer-controlled devices.
o SLO 4.2.1 Recognize how a one-dimensional array makes the solution to some problems possible and makes other problems easier to solve.
Computer Science
Students will:
· Students will demonstrate appropriate problem-solving skills while seeking solutions to technological challenges.
o SLO 3.1.2 Research information on programming language that is new to them and learn the syntax independently by creating a new program or recreating an existing program written in a different language.
· 2.5 Students will understand and demonstrate computer coding/programming concepts and terminology.
· GCO 2 – Use computational thinking skills to analyze challenges and to create and evaluate solutions.
o SCO 2.3 – Students will represent, collect and manage data to accomplish a task.
o SCO 2.4 – Students will create and use algorithms to organize and analyze data and information.
o SCO 2.5 – Students will execute a solution and evaluate a solution’s validity, efficiency, and effectiveness.
· GCO 1: Technological Problem Solving: Students will be expected to design, develop, evaluate and articulate technological solutions.
o 26.0 write code that uses loops in a text-based coding environment.
o 29.0 employ appropriate debugging skills to identify and correct programming and logic errors in a text-based coding environment.
o 31.0 create a solution to an authentic problem using a text-based programming language.
· GCO 2: Technological Systems: Students will be expected to operate and manage technological systems.
o 23.0 modify code that follows a sequential structure in a text-based coding environment.
o 24.0 create an introductory program in a text-based programming language.
o 25.0 write code that assigns and manipulates variables using text-based programming language.
o 28.0 employ best practices in a text-based coding environment.
Students will be expected to:
2.1 – demonstrate an understanding of the syntax and features of a programming language
2.2 – identify and frame problems
2.3 – demonstrate an understanding of how data structures are used to solve problems
2.4 – use appropriate methods and terms to develop a plan to solve a problem
2.5 – apply and plan to solve a problem using a programming language
Students will:
Utilize different data types, including integer, floating point, Boolean and string, to solve programming problems.
Investigate how control structures affect program flow.
Construct and utilize functions to create reusable pieces of code.
Investigate one-dimensional arrays and their applications.
Algebra
Students will:
· C3.1 solve problems and create computational representations of mathematical situations by writing and executing code, including code that involves sequential, concurrent, repeating, and nested events.
· C3.2 read and alter existing code, including code that involves sequential, concurrent, repeating, and nested events, and describe how changes to the code affect the outcomes.
Algebra
Students will:
· C3.1 solve problems and create computational representations of mathematical situations by writing and executing code, including code that involves conditional statements and other control structures.
· C3.2 read and alter existing code, including code that involves conditional statements and other control structures, and describe how changes to the code affect the outcomes.
AlgebraStudents will:
· C3.1 solve problems and create computational representations of mathematical situations by writing and executing efficient code, including code that involves conditional statements and other control structures.
· C3.2 read and alter existing code, including code that involves conditional statements and other control structures, and describe how changes to the code affect the outcomes and the efficiency of the code.
Algebra
Students will:
· C3.1 solve problems and create computational representations of mathematical situations by writing and executing efficient code, including code that involves events influenced by a defined count and/or sub-program and other control structures.
· C3.2 read and alter existing code, including code that involves events influenced by a defined count and/or sub-program and other control structures, and describe how changes to the code affect the outcomes and the efficiency of the code.
Algebra
Students will:
· C3.1 solve problems and create computational representations of mathematical situations by writing and executing code, including code that involves the analysis of data in order to inform and communicate decisions.
· C3.2 read and alter existing code involving the analysis of data in order to inform and communicate decisions, and describe how changes to the code affect the outcomes and the efficiency of the code
Algebra
Students will:
· C2.1 use coding to demonstrate an understanding of algebraic concepts including variables, parameters, equations, and inequalities.
· C2.2 create code by decomposing situations into computational steps in order to represent mathematical concepts and relationships, and to solve problems.
· C2.3 read code to predict its outcome, and alter code to adjust constraints, parameters, and outcomes to represent a similar or new mathematical situation.
B. Computer Technology Skills
Students will:
· B5. apply fundamental programming concepts to develop a variety of simple programs, including a program to control an external device.
Learners are expected to:
SD1 – apply coding principles, procedures, and conventions to produce code using two or more programming languages.
SD2 – demonstrate the skills and knowledge required to modify code.