Code Jumper Curriculum: Lessons, Lesson 3 Parameters

Lesson Objectives

Students will:

• Understand the definition of a parameter
• Understand how the term parameter is used in computer science
• Understand how to use parameters in the programs they develop

Expected Outcomes

Students will:

• All students: Identify and change parameters in existing programs.
• Most students: Use parameters as they create new programs.
• Some students: Explain what a parameter is and how it is used to create new programs using specific criteria.

Lesson Plan Structure

• Unplugged Activity
• Guided Code Jumper Activity
• Exploration
• Standards and Check for Understanding

Resources

• Code Jumper Tutorial Videos
  • Code Jumper App: https://www.youtube.com/watch?v=vg72YPz6CWY
  • The Hub: https://www.youtube.com/watch?v=KGb51PW9zJQ&lis=
  • Play and Pause Pod: https://www.youtube.com/watch?v=446jCw8qcDI&t=
• Code Cards

Key Vocabulary

• Parameter: A value that is given to a command, for example, which note to play
• Sound Set: Up to eight related sounds assigned to a single connector that can be changed in the app

Materials

• Parameter Cards for Unplugged activity at the end of the lesson
• Sample program set up and run by the teacher: Twinkle, Twinkle
• Sound Set: Sample Sounds: Twinkle, Twinkle at Thread 1:

  THREAD 1 Twinkle, Twinkle

  PLAY Twinkle 1 for 1.5 times speed

  PLAY Twinkle 2 for 1.5 times speed

  PLAY Little for 1.5 times speed

  PLAY Star for 1.5 times speed

  END THREAD

Objective

• Follow an algorithm that uses parameters
• Recreate a program that plays Twinkle, Twinkle Little Star
• Read and recreate a text program

Vocabulary

• Parameter: A value that is given to a command
• Sound Set: Up to eight related sounds assigned to a single connector that can be changed in the app

Materials

• Code Jumper Hub
• Four Play pods
• Device
• Parameters Code Card for Numbers
• Parameters Code Card for Explosion

Video Tutorials

• App
• Hub
• Play pod

Instruction

1. Model running the program Numbers.
   • If modeling for a whole class, project the app. For a tactile version, create each line of code on paper or magnet board (see magnet board creation tutorial).
   • Select the Sound Category in Thread 1.
   • Choose Sample Sounds or Custom Sounds.
   • Select Numbers or Custom Sound Set. Select OK.
   • Attach one Play pod at a time to Port One in the Hub.

     

   • Explain that in this program the Play pod is our command and has two parameters, sound (the short round dial) and duration (the tall ridged dial) and when you turn the dials you hear the different values of the parameters.
   • Go through the Sound Set and listen to all the sounds. Once students have determined that there are eight sounds, explain that these are the values in the Sound Set, which is the parameter. Repeat with the parameter for duration there are 4 different values from 0.5 times speed to 2 times speed.
   • Only four Play pods are going to be used in the program. Explain that you do not have to use every value within a parameter.
   • Before adding a second Play pod, find the correct value for the sound parameter, which in this case is one. Set the value for the duration parameter to 0.5 times speed.
   • Add the next three Play pods, finding the correct number and duration before adding the next pod according to the code card above.
   • Press Play and Stop on the Hub to read the code aloud. Students can follow along tactily on the magnet board.
   • Press the Play button to run the code and explain about tracing the code with your hands while listening to the program run.

     

     

2. In groups of two or three, ask students to create the program Twinkle, Twinkle, or use a pre-programmed or Custom Sound Set that closer aligns with the classroom.
3. Ask students to change the Sound Category in Thread One to Twinkle, Twinkle. Depending on the skill level of the students, walk through how to set Thread One to Twinkle, Twinkle. Explain that the Thread in the App corresponds to the Port in the Hub.
4. Working together, ask students to connect the pods one at a time to the Hub and explore all values of the sound parameter Twinkle, Twinkle.
5. Ask students to record in their Computer Science Journal: What are the parameters of our program? How many parameters are we exploring in this program?
6. Ask students to read the program they created by pressing the Play and Stop button or selecting Read in the App. Explain that this is the text version of their program. Let them know that one Physical pod is represented by each Play command in the code.

   

7. Instruct students adjust the doughnut-shaped Sound dial and the tall ridged Duration dial on the Play pods that they connected. Ask students: What will happen to your code in the App when you change a sound or duration parameter on the Play pods? (Expected response: The text code in the Code Jumper App will change.)
8. Allow students to observe how the text code in the Code Jumper App changes when they turn the dials. Ask students to read the code after each turn by pressing the Play and Pause buttons or selecting the Read button in the App. Let them know that checking the text code is a good way to know what value they gave to a parameter.
9. Now that students have explored the parameters, have students create the Twinkle, Twinkle program with the four pods they connected. Encourage experimentation and exploration with speeding the song up and slowing it down. Remind students to trace the code when more than one pod is attached.

Closure

• Ask students to write/draw in their Computer Science Journal what a parameter is and to give an example.
• Ask students to explain how they used parameters in their program.

Objective

In this activity, students will create a program with eight Play pods, set the sounds on each pod, and run and trace the program. Students will make predictions based on the written code.

Vocabulary

• Parameter: A value that is given to a command, for example, which note to play
• Sound Set: Up to eight related sounds assigned to a single connector that can be changed in the app

Materials

• Parameter Code Card for Explosion
• Parameter Code Card for Numbers
• Code Jumper Kit
• Computer Science Sound

Instruction

• Distribute the Code Card for Explosion. If this story is not appropriate, choose a different Sound Set or create a Custom Sound set that better suits the specific classroom.

  

  

10. Ask students to read the Explosion Code Card and predict what they think the program will do.
11. In the student’s Computer Science Journal, ask them to answer the following questions:
    • Which lines do they think will sound normal?
    • Which lines will play slowly?
    • Which lines will play faster?
    • Explain your thinking regarding these questions.
    • What are other parameters that we might find in a Code Jumper program?
12. Have students recreate and run the program on the Explosion Code Card on the Code Jumper kit to test their predictions.
13. Ask students to see if they can create a different story or meaning from the program.
14. Have students review the predictions they wrote in their Computer Science Journals and reflect on how accurate their predictions were.
15. Ask students: How does changing the parameters change the story? Instruct students to make changes to the sound parameters of the story and write about it in their Computer Science Journal.

CSTA K-12 Computer Science Standards*

• 1B-AP-09: Create programs that use variables to store and modify data.
• 1B-AP-10: Create programs that include sequences, events, loops, and conditionals.
• 1B-AP-09: Create programs that use variables to store and modify data.

National Curriculum of England*:

Key Stage 1:

• Understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions
• Use logical reasoning to predict the behavior of simple programs
• Use technology purposefully to create, organize, store, manipulate and retrieve digital content
• Recognize common uses of information technology beyond school
• Use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies

Key Stage 2:

• Use sequence, selection, and repetition in programs; work with variables and various forms of input and output.
• Use logical reasoning to explain how some simple algorithms work and how to detect and correct errors in algorithms and programs.
• Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content.
• Use technology safely, respectfully and responsibly; recognize acceptable/unacceptable behavior; identify a range of ways to report concerns about content and contact.

Parameter Code Cards

Parameters Code Card for Numbers

THREAD 1 Numbers

PLAY One for 1 times speed

PLAY Two for 2 times speed

PLAY Three for 0.5 times speed

PLAY Four for 1.5 times speed

End Thread

Parameters Code Card for Explosion

THREAD 1 Explosion

PLAY One for 1 times speed

PLAY Two for 1 times speed

PLAY Three for 0.5 times speed

PLAY Four for 1 times speed

PLAY Five for 2 times speed

End Thread