Unit 1 – The Computer

Table of Contents | Unit 2 – Pixels and Colors


Daily Lesson Plans 

This material contains a comprehensive collection of 90-minute lesson plans for a semester’s worth of instruction in AP Computer Science Principles to serve as a companion to this textbook. Each lesson plan includes clear objectives, related requirements, a list of necessary materials, a detailed procedure, an assessment method, and a reflection section. The lessons are designed to be engaging and interactive, incorporating a variety of teaching techniques to help students understand and apply the key concepts of computer science. In order to modify the course for a year-long course with approximately 180 instruction days, each lesson plan can easily be spread across two days of instruction. 

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Textbook 

Computer Science Principles: The Foundational Concepts of Computer Science, 5th Edition, Kevin Hare – Yellow Dart Publishing – 2024

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Lessons:

Unit Duration:

  • 9.75 hours | 6.5 class periods (90-minutes)

Project, Test, and Quiz Resources:

Lesson 1 | 0.0 – What is Computer Science? 

Lesson Objectives: 

  • Students will be able to define what computer science is and its various subfields
  • Students will be able to understand the impact of computer science on different areas of life. 
  • Students will be able to analyze and evaluate the concepts presented in the videos. 

Related Requirements: 

  • Students should have a basic understanding of computer science and technology. 

Lesson Materials: 

Lesson Procedure: 

  1. Begin the lesson by asking students to share their current understanding of what computer science is and its subfields. 
  2. Introduce the video “Map of Computer Science” and ask students to watch it while taking notes. 
  3. After watching the video, ask students to share the three things they learned from it, two questions they still have, and one area of the “map” they are most interested in.
  4. Introduce the video “Robot Artist” and ask students to watch it while taking notes.
  5. After watching the video, ask students to answer the question: Do you think this robot is creative? Why or why not? 
  6. Allow time for research and discussion if needed.

Assessment Method: 

  • Observe students during the video watching to ensure they are actively engaged and taking notes. 
  • Collect the digital Google Doc with questions related to the videos and use it as an assessment tool.
  • Use class discussions as an informal assessment of students’ understanding of the topics presented in the videos. 

Lesson Reflection: 

  • After the lesson, ask students to reflect on what they learned and what they found challenging. 
  • Use their feedback to make adjustments for future classes. 
  • Assess the effectiveness of the videos as a teaching tool and consider any modifications for future lessons. 

Mapped Standards:

College Board AP CSP Framework:
  • CRD-1.A.1 A computing innovation includes a program as an integral part of its function.
  • CRD-1.A.2 A computing innovation can be physical (i.e., self-driving car), non-physical computing software (i.e., picture editing software), or non-physical computing concepts (i.e., eCommerce).
  • CRD-1.A.3 Effective collaboration produces a computing innovation that reflects the diversity of talents and perspectives of those who designed it.
  • CRD-1.A.4 Collaboration that includes diverse perspectives helps to avoid bias in the development of computing innovations.
  • CRD-1.A.5 Consultation and communication with users is an important aspect of the development of computing innovations.
  • CRD-2.A.1 The purpose of computing innovations is to solve problems or pursue interests through creative expression. Global Impact (IMP)
CSTA Standards:
  • 2-IC-20: Evaluate the ways computing impacts personal, ethical, social, economic, and cultural practices. This standard aligns with the lesson’s objective to understand the impact of computer science on different areas of life.

Lesson 2 | 1.0.0 – Hardware & Software 

Lesson Objectives: 

  • Students will be able to identify and explain the function of the main components of a computer. 
  • Students will be able to assemble a computer using a simulated computer build. 

Related Requirements: 

  • Students should have read Chapter 1, section:”Hardware & Software” in the Computer Science Principles book
  • Students should have a basic understanding of computer terminology and concepts. 

Lesson Materials: 

Lesson Procedure: 

  1. Introduce the lesson by reviewing basic computer terminology and concepts.
  2. Show visual aids of the main components of a computer and explain their functions.
  3. Watch the video What Does What In Your Computer 
  4. Provide students with the computer build simulation website and instruct them to use it to assemble a computer. 
  5. Allow students to work in small groups or individually to complete the simulation.
  6. Have students present their assembled computer to the class, explaining their choices and reasoning for each component. 
  7. Provide additional time for research and discussion if needed. 

Assessment Method: 

  • Observe students during the computer build simulation to ensure they are correctly identifying and understanding the functions of each component.
  • Have students present their assembled computer to the class. 
  • Questions from the end of the unit test will assess students’ understanding of the main components of a computer and their functions. 

Lesson Reflection: 

  • After the lesson, ask students to reflect on what they learned and what they found challenging. 
  • Use their feedback to make adjustments for future classes. 
  • Assess the effectiveness of the computer build simulation as an activity and consider any modifications for future lessons. 

Mapped Standards:

College Board AP CSP Framework:
  • CRD-1.A.6 Research gathered from users can be used to understand the purpose of a program from diverse perspectives in order to develop a program that can be used to fully incorporate these perspectives.
  • CSN-1.A.1 A computing device is a physical artifact that can run a program. Some examples include computers, tablets, servers, routers, and smart sensors.
  • CSN-1.A.3 A computer network is a group of interconnected computing devices capable of sending or receiving data.
CSTA Standards:
  • 2-CS-03: Identify and solve basic hardware and software problems using appropriate tools and strategies. The lesson on assembling a computer aligns with this standard as students learn to identify and use computer components.

Lesson 3 | 1.0.1 – Hardware (Continued) 

Lesson Objectives: 

  • Students will be able to identify and explain the function of various types of computer hardware. 
  • Students will be able to analyze and evaluate the information presented in the videos.
  • Students will be able to create a 1-pager summarizing the important information about a specific piece of hardware. 

Related Requirements: 

  • Students should have a basic understanding of computer hardware and technology. 

Lesson Materials:  

Lesson Procedure: 

  1. Begin the lesson by reviewing basic computer hardware terminology and concepts.
  2. Divide the class into ten small groups and assign each group a topic from the list above.
  3. Provide each group with the corresponding video and digital handout with instructions for creating the 1-pager. 
  4. Allow time for groups to watch the video, take notes, and create the 1-pager.
  5. Have each group present their 1-pager to the class and answer any questions.
  6. Assign homework: Read “Number Systems” in chapter 1 of Computer Science Principles. 

Assessment Method: 

  • Observe groups during the video watching and 1-pager creation to ensure they are actively engaged and following instructions. 
  • Collect the 1-pagers and use them as an assessment tool. 
  • Use class presentations and discussions as an informal assessment of students’ understanding of the topics presented in the videos. 
  • Assign homework: Read “Number Systems” in chapter 1 of Computer Science Principles. 

Lesson Reflection: 

  • After the lesson, ask students to reflect on what they learned and what they found challenging. 
  • Use their feedback to make adjustments for future classes. 
  • Assess the effectiveness of the videos and 1-pager activity as a teaching tool and consider any modifications for future lessons. 

Mapped Standards:

College Board AP CSP Framework:
  • CSN-1.A.2 A computing system is a group of computing devices and programs working together for a common purpose.
  • CSN-1.A.3 A computer network is a group of interconnected computing devices capable of sending or receiving data.
  • CSN-1.A.4 A computer network is a type of a computing system.
  • CSN-1.B.1 The Internet is a computer network consisting of interconnected networks that use standardized, open or non-proprietary, communication protocols.
  • CSN-1.B.2 Access to the Internet depends on the ability to connect a computing device to a part of the Internet.
  • CSN-1.B.3 A protocol is an agreed-upon set of rules that specify the behavior of some system.
  • CSN-1.C.1 Information is passed through the Internet as a datastream. Datastreams contains chunks of data which are encapsulated in packets.
CSTA Standards:
  • 2-CS-03: Identify and solve basic hardware and software problems using appropriate tools and strategies. Creating a 1-pager to summarize hardware functions reinforces this standard.

Lesson 4 | 1.1 – Number Systems, Binary, Conversions 

Lesson Objectives: 

  • Students will be able to understand and explain the concept of number systems and how they relate to computers. 
  • Students will be able to convert between different number systems (binary, decimal, hexadecimal, etc.). 

Related Requirements: 

  • Students should have a basic understanding of math and number systems. 

Lesson Materials: 

Additional videos: 

Additional resources:

Lesson Procedure: 

  1. Begin the lesson by introducing the concept of number systems and how they relate to computers. 
  2. Review the basics of binary numbers and conversions between different number systems. 
  3. Provide students with the online games Binary Blitz, Binary Bonanza, and Flippy Bit and allow time for them to practice conversions. 
  4. Have students work in small groups or individually and discuss the strategies they used to solve the problems. 
  5. Review and discuss any common mistakes or misconceptions. 
  6. Assign homework: “Read Boolean Logic & Logic Gates” section from Computer Science Principles book. 

Assessment Method: 

  • Observe students during the game-playing to ensure they are understanding and applying the concepts of conversions. 
  • Use class discussions as an informal assessment of students’ understanding of the topics presented. 
  • Assign homework: Read “Boolean Logic & Logic Gates” section from Computer Science Principles book. 

Lesson Reflection: 

  • After the lesson, ask students to reflect on what they learned and what they found challenging. 
  • Use their feedback to make adjustments for future classes. 
  • Assess the effectiveness of the online games as a teaching tool and consider any modifications for future lessons. 
  • Make sure the Homework is well understood and that the students have the necessary background to complete it. 

Mapped Standards:

College Board AP CSP Framework:
  • CSN-1.A.1 A computing device is a physical artifact that can run a program. Some examples include computers, tablets, servers, routers, and smart sensors.
  • CSN-1.A.3 A computer network is a group of interconnected computing devices capable of sending or receiving data.
  • DAT-1.A.1 Data are values that can be stored in variables, passed as input to procedures and returned from procedures, items of lists, or standalone constant values.
  • DAT-1.A.2 Computing devices represent data digitally, which means that the lowest level components of any value are bits.
  • DAT-1.A.3 A “bit” is shorthand for “binary digit,” and is either 0 or 1.
  • DAT-1.A.4 A “byte” is 8 bits.
  • DAT-1.B.1 In many programming languages, the fixed number of bits used to represent integers limits the range of integer values and mathematical operations on those values; this limitation can result in overflow or other errors.
  • DAT-1.B.2 Other programming languages provide an abstraction through which the size of representable integers is limited only by the size of the computer’s memory; this is the case for the language defined in the exam reference sheet.
  • DAT-1.A.6 Bits are grouped to represent abstractions. These abstractions include, but are not limited to numbers, characters, and color.
  • DAT-1.A.7 The same sequence of bits may represent different types of data in different contexts.
  • DAT-1.A.8 Analog data are data with values that change continuously, or smoothly, over time. Some examples of analog data include music, colors of a painting, or position of a sprinter during a race.
  • DAT-1.A.9 The use of digital data to approximate real-world analog data is an example of abstraction.
  • DAT-1.A.10 Analog data can be closely approximated digitally using a sampling technique, which means measuring values of the analog signal at regular intervals (usually in time or space) called samples. The samples are measured to figure out the exact bits required to store each sample.
  • DAT-1.B.3 In programming languages, the fixed number of bits used to represent real numbers limits the range of values and mathematical operations on those values; this limitation can result in round-off and other errors. Real numbers can only be approximated in computer storage. EXCLUSION STATEMENT (EK DAT-1.B.3): Specific range limitations for real numbers is outside the scope of this course and the AP Exam.
  • DAT-1.C.1 Number bases, including binary and decimal, are used to represent data.
  • DAT-1.C.2 Binary (base 2) uses only combinations of the digits zero and one.
  • DAT-1.C.3 Decimal (base 10) uses only combinations of the digits 0 – 9.
  • DAT-1.C.4 As with decimal, a digit’s position within the binary sequence determines its numeric value. The numeric value is equal to the bits value multiplied by the place value of the position.
  • DAT-1.C.5 The place value of each position is determined by the base raised to the power of the position. Positions are numbered starting at the rightmost position with 0 and increasing by 1 for each subsequent position to the left.
CSTA Standards:
  • 2-DA-08: Represent data using multiple encoding schemes. The lesson on converting between number systems directly aligns with this standard.

Lesson 5 | 1.2 – Boolean Logic, Truth Tables, and Logic Gates 

Lesson Objectives: 

  • Students will be able to convert between bases (base 10, base 8, and base 20)
  • Students will be able to understand the concepts of Boolean logic and truth tables
  • Students will be able to use a logic gate simulator to create and recognize different types of logic gates 
  • Students will be able to complete a worksheet on logic gates and truth tables independently

Related Requirements: 

  • Knowledge of basic math operations and number bases 
  • Basic understanding of computer science and logic gates 

Lesson Materials: 

Lesson Procedure: 

  1. Warm-up: Students will convert between bases, convert 96 from base 10 to base 8, and convert 1JA from base 20 to base 10 
  2. Watch “Boolean Logic & Logic Gates: Crash Course Computer Science #3” and “Logic Gates Explained” videos 
  3. In small groups, use the “Logic.ly Logic Gate Simulator” website to complete the Practice | Logic Gates and Truth Tables worksheet 
  4. Independently, complete and submit the Assignment | Logic Gates and Truth Tables worksheet 

Assessment Method: 

  • Formative: Observation of student participation and understanding during small group activity 
  • Summative: Completion and accuracy of “Logic Gates and Truth Tables” worksheet 

Lesson Reflection: 

  • Review student understanding by discussing what they learned during the lesson
  • Identify areas that students struggled with and plan to address them in future lessons
  • Evaluate the effectiveness of the video resources and the logic gate simulator in helping students understand the concepts 
  • Consider alternative activities or resources to enhance student engagement and understanding of the material. 

Mapped Standards:

College Board AP CSP Framework:
  • AAP-2.A.1 An algorithm is a finite set of instructions that accomplish a specific task.
  • AAP-2.A.2 Beyond visual and textual programming languages, algorithms can be expressed in a variety of ways such as natural language, diagrams, and pseudocode.
  • AAP-2.A.3 Algorithms executed by a program are implemented using programming languages.
  • AAP-2.A.4 Every algorithm can be constructed using combinations of sequencing, selection, and iteration.
  • AAP-2.C.1 Arithmetic operators are part of most programming languages and include addition, subtraction, multiplication, division, and modulus operators.
  • AAP-2.C.2 The exam reference sheet provides a MOD b, which evaluates to the remainder when a is divided by b. Assume that a is an integer greater than or equal to 0 and b is an integer greater than 0. For example, 17 MOD 5 evaluates to 2.
  • AAP-2.C.3 The exam reference sheet provides the arithmetic operators +, -, *, /, and MOD. a + b; a – b; a * b; a / b; a MOD b; These are used to perform arithmetic on a and b. For example, 17 / 5 evaluates to 3.4.
CSTA Standards:
  • 2-DA-09: Translate between different representations of data abstractions. This standard is aligned with the lesson’s objective of converting between bases and understanding logic tables.

Lesson 6 | Unit 1 Review 

Lesson Objectives: 

  • Students will be able to review key concepts related to parts of the computer, hardware, software, number systems, converting between number systems, Boolean logic, and truth tables.
  • Students will be able to create sample multiple choice questions related to these concepts. 
  • Students will be able to identify areas of difficulty and work in small groups to review and reinforce understanding. 

Related Requirements: 

  • Understanding of basic computer components and functions 
  • Familiarity with number systems and conversions 
  • Knowledge of Boolean logic and truth tables 

Lesson Materials: 

  • Review materials (e.g. notes, handouts, online resources) 
  • Sample multiple choice questions 
  • Google Forms or other blank question templates 

Lesson Procedure: 

  1. Begin with a brief review of key concepts related to parts of the computer, hardware, software, number systems, converting between number systems, Boolean logic, and truth tables. 
  2. Divide students into small groups and provide each group with a set of sample multiple choice questions and blank question templates. 
  3. Instruct students to work in their groups to create additional multiple choice questions related to the concepts reviewed. 
  4. Allow time for students to review and discuss their questions with their group.
  5. As a class, review and discuss the sample questions created by the groups, focusing on areas of difficulty and potential misconceptions. 
  6. Have students complete a self-assessment of their understanding of the material and identify areas that need further review. 

Assessment Method: 

  • Observation of student participation and engagement during the review and question-creating activity 
  • Review and discussion of sample questions created by the groups 
  • Self-assessment completed by students 

Lesson Reflection: 

  • Consider how well the students were able to review key concepts and create sample questions. 
  • Evaluate the effectiveness of the small group activity in reinforcing understanding and identifying areas of difficulty. 
  • Reflect on the assessment methods used and consider ways to improve the assessment of student understanding in future lessons.

Mapped Standards:

College Board AP CSP Framework:
  • CRD-1.A.2 A computing innovation can be physical (i.e., self-driving car), non-physical computing software (i.e., picture editing software), or non-physical computing concepts (i.e., eCommerce).
  • CSN-1.A.1 A computing device is a physical artifact that can run a program. Some examples include computers, tablets, servers, routers, and smart sensors.
  • IOC-1.C.3 The digital divide can affect both groups and individuals.
  • IOC-1.C.4 The digital divide raises issues of equity, access, and influence, both globally and locally.
CSTA Standards:
  • 2-IC-21: Use computing to facilitate collaboration and communication. The review and question creation process encourages collaboration and communication about core computing concepts.

Lesson 7 | Unit 1 Exam & 2.0 Intro to Pixels & Images 

Lesson Objectives: 

  • Students will be able to take a 50-question multiple-choice assessment on parts of the computer, hardware, software, number systems, converting between number systems, Boolean logic, and truth tables. 
  • Students will be introduced to the concepts of pixels and images and understand how they work. 
  • Students will be able to explore the website Photopea.com and learn about image editing. 

Related Requirements: 

  • Basic understanding of computer components and functions 
  • Familiarity with number systems and conversions 
  • Knowledge of Boolean logic and truth tables 

Lesson Materials: 

Lesson Procedure: 

  1. Begin the class by administering the 50-question multiple-choice assessment on parts of the computer, hardware, software, number systems, converting between number systems, Boolean logic, and truth tables. 
  2. After the assessment, introduce the concept of pixels and images and explain how they work. 
  3. Have students read Unit 2 in the Computer Science Principles book and watch the video “Color from a Black and White Camera” to further their understanding of pixels and images. 
  4. Introduce the website Photopea.com, which is a free online image editing tool. 5. Divide the students into groups and have them explore Photopea.com and learn about its features. 
  5. Allow time for students to work on an image editing project in their groups using Photopea.com. 
  6. As a class, review and discuss the projects created by the groups, focusing on the techniques used and the outcomes. 

Assessment Method: 

  • Multiple-choice assessment on parts of the computer, hardware, software, number systems, converting between number systems, Boolean logic, and truth tables.
  • Observation of student participation and engagement during the class.
  • Review and discussion of the image editing projects created by the groups

Lesson Reflection: 

  • Consider how well the students performed on the multiple-choice assessment and identify areas that need further review. 
  • Evaluate the effectiveness of the activities and resources used to introduce pixels and images. 
  • Reflect on the assessment methods used and consider ways to improve the assessment of student understanding in future lessons. 

Mapped Standards:

College Board AP CSP Framework:
  • CRD-1.B.2 Common models such as pair programming exist to facilitate collaboration.
  • CRD-1.C.1 Effective collaborative teams practice interpersonal skills including but not limited to: communication skills; consensus building; conflict resolution; negotiation.
  • CSN-1.A.1 A computing device is a physical artifact that can run a program. Some examples include computers, tablets, servers, routers, and smart sensors.
  • DAT-2.A.1 Information is the collection of facts and patterns extracted from data.
CSTA Standards:
  • 2-DA-08: Represent data using multiple encoding schemes. This standard aligns with understanding how images (data) are represented and manipulated digitally.

Table of Contents | Unit 2 – Pixels and Colors

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Table of Contents | Unit 2 – Pixels and Colors