Career Classes in the Technology Academy: Grade 10: Exploring Computer Science ECS is a yearlong course consisting of 6 units. Assignments and instruction are contextualized to be socially relevant and meaningful for diverse students. Units utilize a variety of tools/platforms, and culminate with final projects around the following topics:
Human Computer Interaction - Students are introduced to the major components of the computer, including: input, output, memory, storage, processing, software, and the operating system. Students consider how Internet elements (e.g. email, chat, WWW) are organized, engage in effective searching, and focus on productive use of email. PROJECTS: Computer Buying Presentations. Cross-curricular Ethics and Technology Unit.
Problem Solving - This unit covers the basic steps in algorithmic problem-solving, including the problem statement and exploration, examination of sample instances, design, program coding, testing, and verification. PROJECTS: New software/web site presentations
Programming Students are introduced to some basic issues associated with program design and development. Students design algorithms and programming solutions to a variety of computational problems, using Scratch. PROJECTS: Game Design and IB Unit on Genetic Disorder
Robotics - Students apply previously learned topics to the study of robotics and work in small groups to build and program a robot to perform a required task. Students make use of a programming language to control the behavior of these robots in dynamic environments. PROJECTS: Robotic Dance Off, Obstacle Course
Career Preparation - Interwoven throughout the year the students build their job networking skills through resume building, business cards, informational interviews, mock interviews, career panel and job shadows. These students also meet with senior mentors four times a year and business mentors three times a year.
Ethical and social issues in computing, and careers in computing, are woven throughout the six units.
Grade 11-Computer Science Principles-AP
COURSE DESCRIPTION In fall 2016, the College Board launched its newest AP® course, AP Computer Science Principles. The course introduces students to the foundational concepts of computer science and challenges them to explore how computing and technology can impact the world. The AP Program designed AP Computer Science Principles with the goal of creating leaders in computer science fields and attracting and engaging those who are traditionally underrepresented with essential computing tools and multidisciplinary opportunities.
CSP Unit 1 - The Internet This unit explores the technical challenges and questions that arise from the need to represent digital information in computers and transfer it between people and computational devices. The unit then explores the structure and design of the internet and the implications of those design decisions.
CSP Unit 2 - Digital Information This unit further explores the ways that digital information is encoded, represented and manipulated. Being able to digitally manipulate data, visualize it, and identify patterns, trends and possible meanings are important practical skills that computer scientists do every day. Understanding where data comes from, having intuitions about what could be learned or extracted from it, and being able to use computational tools to manipulate data and communicate about it are the primary skills addressed in the unit.
CSP Unit 4 - Big Data and Privacy The data-rich world we live in introduces many complex questions related to public policy, law, ethics and societal impact. The goals of this unit are to develop a well-rounded and balanced view about data in the world, including the positive and negative effects of it, and to understand the basics of how and why modern encryption works.
CSP AP Exam and Performance Tasks Lessons guide students to prepare for and complete the AP exam and Performance Tasks.
CSP Post-AP - Databases and Using Data in Your Apps App Lab has a number of tools that allow you to collect and use data in your apps. The following material provides an overview of how these tools work, a sampling of example projects that can be built using these tools, and a space in which to build and submit a final project.
Grade 11: Digital Imaging 1A and 1B
This course is an introduction to the theory and practice of video games design - the creative design process from concept through documentation and production - art, programming, and marketing. In this course students will learn to design a successful game that includes: systems thinking; creative problem solving; art and aesthetics; writing and storytelling; user experience design; communication, collaboration and cultural literacy.
This course walks students through the creative and iterative process needed to design an effective game. Students will design a game from inception to execution including pitching ideas, writing design documents, creating original game art, programming, presenting marketing plans and budgets all of which reinforce the engineering development cycle.
This course was developed to reflect the game design introductory course offered at USC’s Game Design program from the school of Cinematic Arts. To model industry game development, students will collaborate in groups, adhere to timelines and participate in the process of testing, reviewing, and revising the games they develop.
Course Goals and Student Outcomes
Students develop Technical skills and foundational game design knowledge including graphic design and animation, programming, testing / debugging, product management and other skills that are needed for game development but are also transferable to all types of industries.
Students experience the engineering cycle used to design games and solve various types of problems.
Students apply their research skills and are able to report on the career options available to them, as well as the training and education needed for those careers. They develop their own personal career building tools (resumes, games, portfolios). They understand the nature of the ever-changing digital gaming industry, and have the ability to think ahead to keep their skills current with new advances. Students demonstrate their reading and research skills in the development of their game design proposals and connections they make to genre and the history of games.
Students apply physics & math theories to their games and connect the large role it plays in making games playable
Students apply skills in Mathematics, Physics, English Language Arts, Social Science, and Entrepreneurship and apply the theories, principles, facts and structures learned to their own game production projects.
Students learn the twenty-first century skills of creativity, critical thinking, communication, collaboration, and technical expertise, which will increase employment capacity across the job market.
Students prepare for both entry-level employment and additional postsecondary training needed for advancement in the highly competitive game design industry.
Students develop communication skills through pitching, marketing, presentations, crowdsourcing
In presentations to the class and to clients, students show their ability to speak with clarity, confidence and personal involvement.
Students form cohesive production groups, understanding the purpose of each team position. They demonstrate good interpersonal and team building skills; and personal skills of discipline and time management while they develop, program and market an original game.
Grade 12: Computer Programming and Video Game Design
Mouse Serious Games Course Guide The Serious Game Design course introduces youth to the building blocks of game design and the world of socially responsible gaming. Participants then research, design, and code a game prototype in Scratch. ● The Mouse Serious Games course is a 10 project course that contains approximately 20 hours of lessons. ● Each project takes may take a different amount of time, shorter projects take less than 50 minutes to complete, longer projects may require multiple sessions. ● The projects all live on Mouse Create (create.mouse.org) though you may request printable copies if you like. ● The Serious Games course is intended to be flexible. It is written so that learners can go through the bulk of the activities on their own but it is best when facilitated.
Week 1: Institute of Play ● Intro to gaming and game design. Paper prototyping, game mechanics, etc.
Week 2: Mouse Intro to Game Design and Gamestar Mechanic (part 1) ● Project: Intro to Game Design and Gamestar Mechanic,
Week 3: Intro to Gamestar Mechanic ● Project: Intro to Game Design and Gamestar Mechanic, ○ Build (or continue building) game in Gamestar Mechanic game ● G4C Challenge - Theme introduction #1
Week 4: Core Mechanics ● Project: Core Mechanics (play and discuss mechanics of each other’s games) ● Writing activity: Hack a game by changing its core mechanic
Week 5: Goals, Obstacles, Chance ● G4C Challenge - Theme introduction #2 Serious Games ● Project: Goals, Obstacles and Chance (steps 1-6) ○ GSM games & Stop Disasters (impact game) ○ Paper prototype or drawings of GSM game
Week 6: Build Second Gamestar game ● Project: Goals, Obstacles and Chance (steps 7-8) ● Begin to build a second game in gamestar mechanic, incorporating all the concepts learned so far; have others play their games (if time)
Week 7: Collaborative Found Object Games ● G4C Challenge - Theme introduction #3 ● Project: Found Object Game (all steps) Award Game Designer Badge
Week 8: Intro to Scratch ● Project: What is Scratch (all steps) ● Play 5 different Scratch games; explore the code behind the games
Week 9: Create a brand new Scratch game ● G4C Challenge - Theme research ● Project: Games from Scratch ● Watch a short video; use tutorial to make dancing cat; create simple game
Week 10: Remix Scratch Games ● G4C Challenge - Theme research ● Project: It’s the Remix (all steps) ● Briefly play a simple Scratch game; watch remix video Serious Games ● Play remixed version; remix the remixed game
Week 11: Mess Around with Scratch ● Expand / iterate on game they create via remix last week or create new remix game ● Have others play their games and give feedback Award Scratch Developer Badge
Week 12: The Serious Gamer ● G4C Challenge - Theme impact definition: Independently or in small groups, have students decide which theme topic they want to create a game about ● Project: The Serious Gamer (all steps) ● Play at least 1 of 5 serious games (The Migrant Trail, Remission 2, Republia Times, Elude, Ayiti the Cost of Life); discuss serious games briefly
Week 13: Grow-a-Game ● Theme impact brainstorm: Students list actions/solutions to address their theme topic ● Project: Grow-A-Game (all steps) ● Use Grow-a-Game to generate at least 3 different game ideas
Week 14: Scratch Serious Game ● Theme impact brainstorm: Students list actions/solutions to address their theme topic ● Project: Scratch Serious Game (steps 1-11) ○ Play Ghost Blast again (same game from week 10); play remix and discuss ○ Remix Ghost Blast step-by-step so that it looks like Mouse’s remix Serious Games ○ Pick one of the G4C brainstorms from last week and start fleshing it out
Week 16: Online Research & Game brainstorming ● Project: Scratch Serious Game (step 11 cont.) ● Find 3 websites or Internet articles about their G4C topic of choice and use the Kraken the Code Legit-o-meter worksheets to test their validity; find Scratch templates; research topic
Week 17: Game Building part 1 ● Project: Scratch Serious Game (steps 12-13) ● Work with mentors to begin building the Scratch Games ● Evaluate gameplay vs. theme content
Week 18: Game building part 2 ● Project: Scratch Serious Game (steps 12-13) ● Continue working on game in Scratch; determine what elements of your game you would like to get feedback on
Week 19: Playtesting and iteration ● Project: Scratch Serious Game (steps 12-13) ● Have others play their Scratch game and give feedback; iterate on game
Week 20: Finalize! ● Project: Scratch Serious Game (steps 14-15) ● Putting finishing touches on their games and submitting! Award Scratch Activist Badge
Academic Classes Include: 10th Grade: World History, English, Biology 11th Grade: US History, American Literature/Composition, and Chemistry, 12th Grade: Expository Composition and Government