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In this lesson, students will experience a choose-your-own-adventure game, exploring key moments in human achievement. Then, using their coding superpowers, students will save the future by solving mysterious mishaps in time!
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/a9CZIa2XqxE
Timecraft (Hour of Code 2021) Teacher
Students will:
Understand the importance and benefits of computer science in all aspects of life.
Analyze and solve problems using algorithmic thinking and problem decomposition.
Practice computer science concepts such as sequences, events, loops and debugging.
Create coding solutions to successfully complete a task or solve a problem.
Recognize the expanded career connections offered through computer science.
Critical Thinking
Creativity
Communication
Install Minecraft: Education Edition by visiting https://aka.ms/HourofCode2021
Watch the introductory video to this year’s Hour of Code theme. (1 minute)
Watch the walkthrough video to get a better understanding of the lesson and how to navigate through the Minecraft world. (5 minutes)
Download the Educator Guide, designed to provide you with all the information you need to help your students have an enjoyable and successful Hour of Code, including all external resources and suggested instructions for guided, independent, and hybrid/distant learning environments
Use the student-facing presentation slides for step-by-step instructions (10 minutes)
Download a copy of the coding solutions
Check out the Extension Activities for integrated CS lesson plans
Test your knowledge with Kahoot! quizzes
Go Beyond the Hour of Code with these fun worlds!
Do you have additional questions? Check out the FAQ
In an effort to increase student access to the Hour of Code, there are three different learning experiences for students: in-class with a teacher facilitator, in-class as a self-guided experience, or in a remote (virtual) learning capacity. Each of the learning experiences has different levels of teacher support and modification for student success and participation in the Hour of Code.
Please review the Educator Guide for additional information on differentiated instructional formats.
As a computer scientist for the Institute of Major Time Errors, it’s your job to correct the mysterious Time Splits appearing in history and to find who (or what!) is causing them.
Will you help fix the Time Splits and save history using your coding superpowers? Will you find out the truth about who, or what, is causing these crazy changes in history?
In your TimeCraft mission, you need to:
Travel to exciting moments in world history.
Code your Time Agent to fix the Time Splits.
Use the clues to identify the Culprit (who or what is causing the Time Splits).
Students may use Block-based or Python code.
Students begin their coding adventure in the Control Center of the Ephemera One, the main spaceport for monitoring time errors. TARRA, the AI, will guide them throughout their missions. Students must first select a coding language, Block or Python. For beginners, Block is recommended.
After selecting their Time Agent, a robot that they will code to solve Time Splits, students will follow a trail to the Test Center for the first onboarding coding activity. Here, they will select their TALK device to start coding activities.
Test Area Coding Challenge: Agent Move. Move your agent forward until it stands on the red block.
Upon completing the first onboarding challenge, students are directed to the Timeline Computer for the Timeline coding challenges. Upon completing each coding challenge, they will be asked to find a secret button that will lead them to clues. These clues will help them determine the culprit of the mysterious mishaps.
Students will complete three of the coding challenges (Time Splits) below, per mission (game loop). Each replay will allow students to explore additional challenges for varied coding exploration.
Time Split 1:
The great jazz musician has lost his beloved trumpet and has replaced it with a kazoo! Code your Time Agent to get through the maze and retrieve the musician’s trumpet to save jazz.
Time Split 2:
The Great Pyramids are now cubes! Code your Time Agent to help the designer create a secure structure that will last for thousands of years… the pyramid.
Time Split 3:
The astronauts need your help—use your Time Agent to complete a maze and deliver the calculations to help the astronauts land on the Moon!
Time Split 4:
The Great Wall isn’t actually great, yet... In fact, it’s very short! The hungry panda bears keep eating the bamboo scaffolding, which now means the workers cannot build the great and tall wall they wanted. Code a bamboo garden to divert the hungry pandas!
Time Split 5:
Mona Lisa is no longer smiling—in fact, she is very upset. The Time Culprit went back and destroyed Mona Lisa’s fountain, causing her famous smile to be a frown. Code your Time Agent to cheer her up by fixing her fountain.
Time Split 6:
The Culprit has filled the airplane runway with holes. Instead of having airplanes, we only have hot air balloons. Code your Time Agent to fix the runway so the inventors can make their first flight!
Time Split 7:
The first computer science program played a song, but the Culprit has ruined the code. Use your Time Agent to fix the code to make the music play!
Time Split 8:
Human’s best friend is no longer the dog, but a bear! Use your Time Agent to befriend a pup and lead a pup back to the humans to become best friends again.
Time Split 9:
Oh no! The Culprit went back in time and stole some fossils causing the brachiosaurus to have a short neck. Use your Time Agent to help replace the stolen fossils so the palaeontologists can build the brachiosaurus with a long neck!
Time Split 10:
The culprit snuck into the science lab and hid some of the elements. Use your Time Agent to find the hidden elements so the scientist can make the great discovery!
Upon completing three coding activities, students will have solved the first loop of the game and identified the culprit. They can extend their coding activities by selecting a new time agent and coding additional Time Splits.
LESSON CONCLUSION (5 minutes): Students will consider the following questions individually and/or in a facilitated student group.
Reflect on the following questions after completing the coding challenges.
What was your favourite part of the Hour of Code?
What was the most challenging part of the Hour of Code?
How did you use computer science skills today to solve challenges and missions?
What is one new thing you learned today?
How is computer science used in school and your hobbies?
Why is computer science important to learn for all?
Kahoot! with the Hour of Code 2021: https://create.kahoot.it/profiles/5a6ed850-a57f-4cb3-a350-5a3fac1d289e
Walk-Through Tutorial Video: https://www.youtube.com/watch?v=eRNv5dGFaas
Hour of Code 2021 Training Course: https://education.microsoft.com/en-us/course/abb0ebf3/overview
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/Y-NQmnX2iRc
Timecraft (Hour of Code 2021) Student
General Outcome C6: Students will use technology to investigate and/or solve problems.
4.1 Investigate and solve problems of prediction, calculation and inference
4.2 Investigate and solve problems of organization and manipulation of information
4.4 Generate new understandings of problematic situations by using some form of technology to facilitate the process
Applied Technologies
• Use familiar tools and technologies to extend their capabilities when completing a task
• Choose appropriate technologies to use for specific tasks
• Demonstrate a willingness to learn new technologies as needed
Applied Technologies
• Select, and as needed learn about, appropriate tools and technologies to extend their capability to complete a task
• Identify the personal, social, and environmental impacts, including unintended negative consequences, of the choices they make about technology use
• Identify how the land, natural resources, and culture influence the development and use of tools and technologies
Computational Thinking
• Simple algorithms that reflect computational thinking
• Visual representations of problems and data
• Evolution of programming languages
• Visual programming
Applied Technologies
• Select, and as needed learn about, appropriate tools and technologies to extend their capability to complete a task
• Identify the personal, social, and environmental impacts, including unintended negative consequences, of the choices they make about technology use
• Identify how the land, natural resources, and culture influence the development and use of tools and technologies
Computational Thinking
• Software programs as specific and sequential instructions with algorithms that can be reliably repeated by others
• Debugging algorithms and programs by breaking problems down into a series of sub-problems
• Binary number system (1s and 0s) to represent data
• Programming languages, including visual programming in relation to text-based programming and programming modular components
Produce to Show Understanding: P-3.2 self-assesses work in order to edit it based on feedback and according to established criteria, conventions, and/or standards
Gather and Make Sense: G-2.2 identifies whether information is sufficient and/or suitable for purpose and audience
GCO2: Students will practice critical thinking and problem solving skills.
2.4 Students will investigate and demonstrate the relationship between technology and society.
2.5 Students will understand and demonstrate computer coding/programming concepts and terminology.
3.2.2 identify the main components of an object-oriented programming interface.
3.2.5 demonstrate the use of operators.
3.2.6 demonstrate the use of variables
3.2.7 demonstrate the syntax and use of the definite, indefinite, and conditional looping structures available in programming.
Outcome: Learners will construct a solution to a design challenge Energy, Engineering, and Innovation Rationale Challenging learners with meaningful problems that need solving helps transform them from passive recipients of information to active learners through the creation of a solution.
Learners need to develop the ability to apply problem solving skills and the use of design challenges is a great way for learners to explore, develop and improve these skills. Technology education labs can be quite different from school to school, but the building of projects is consistent throughout all.
Learners learn by doing and meaningful project-based learning is at the heart of technology education. Authentic learning can happen through the construction of a solution to a challenge regardless of the success of the final product.
Competencies:
Communication (COM)
Critical Thinking (CT)
Creativity and Innovation (CI)
Personal and Career Development (PCD)
Technological Fluency (TF) Indicators
Evaluate available materials to address a design challenge (COM/CI/CT)
Plan a solution to a design challenge (CI/CT/PCD/TF)
Analyze a prototype in relation to a design challenge (COM/CI/CT)
Investigate how prototypes can be modified to address a design challenge (CI/CT) Concepts (and Guiding Questions) Design challenge
How can the parameters of a design challenge help me to construct a solution?
How can the needs of my community help me to identify a possible challenge and/or solution?
Section : Operational Competencies
Using a computer language
• Programming algorithm
• Language structure (e.g. event programming, Internet
programming, etc.)
• Elements of computer language
- Data type, operators, keywords, markups
- Predefined controls (e.g. check boxes, scroll-down list, form
field, button, etc.)
- Instructions (e.g. loops, function calls)
- Entering code
Renewed Curricula: Understanding Outcomes
https://www.edonline.sk.ca/webapps/moe-curriculum-BB5f208b6da4613/
K-12 Goal:
Think and learn critically
Analyze and critique objects, events, experiences, ideas, theories, expressions, situations, and other phenomena
Apply, evaluate, and respond to differing strategies for solving problems and making decisions
Digital Citizenship Education in Saskatchewan Public Schools
Element 5: Digital Literacy
Ensuring that students develop the digital literacies that will allow them to
succeed in future professions and to be lifelong learners who can adapt to our rapidly changing, increasingly digital world.
Algebra
C3.1: solve problems and create computational representations of mathematical situations by writing and executing code, including code that involves sequential events
C3.2: read and alter existing code, including code that involves sequential events, and describe how changes to the code affect the outcomes
GENERAL TECHNOLOGY OUTCOMES (as per APEF Technology Foundation Document)
GTO A - Technology Problem Solving Students will be expected to design, develop, evaluate, and articulate technological solutions.
GTO B - Technology Systems Students will be expected to operate and manage technological systems.
Objective: Tutorial software should engage students in meaningful interactive dialogue and creatively employ graphs, sound, and simulations to promote acquisition of facts and skills, promote concept learning and enhance understanding.
simulation software should provide opportunities to explore concepts and models that are not readily accessible in the laboratory (e.g., those that require hazardous materials, unavailable equipment, or more time than is possible in real-time classroom).
analog-digital interface technology should be used to permit students to collect and analyze data as scientists do, and perform observations over long periods of time, enabling experiments that otherwise would be impractical
databases and spreadsheets should be used to facilitate the analysis of data by organizing and visually displaying information
networking among students and teachers should be encouraged to permit students to emulate the way scientists work and to reduce teacher isolation
using tools such as the World Wide Web should be encouraged as it provides instant access to an
incredible wealth of information on any imaginable topics