Unit 2 – Pixels and Colors

Unit 1 – The Computer | Computational Innovation Task 


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:

  • 8.25 hours | 5.5 class periods (90-minutes)

Project, Test, and Quiz Resources:

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.
  6. Allow time for students to work on an image editing project in their groups using
    Photopea.com.
  7. 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 Computer Science Principles (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 K-12 Computer Science Standards:
  • 2-DA-08: Students represent data using multiple encoding schemes, relating to pixels and images.
  • 2-IC-20: Evaluates the ways computing impacts personal, ethical, social, economic, and cultural practices, particularly in the context of digital imagery and editing.

      Lesson 8 | 2.1 – Encoding, Color Models, Vector vs. Raster, etc.

      Lesson Objectives:

      • Students will be able to explain the concept of pixels and how they are used to encode images
      • Students will be able to compare and contrast RGB and CMYK color models
      • Students will be able to explain the difference between vector and raster graphics
      • Students will be able to use the Bezier tool to create vector graphics
      • Students will be able to use basic masking techniques in a photo editor

      Related Requirements:

      • Basic understanding of digital images and how they are displayed on screens

      Lesson Materials:

      Lesson Procedure:

      1. Begin the lesson by watching the video “How a TV Works in Slow Motion” as a class.
        Ask students to pay attention to how the images are created and displayed on the
        screen.
      2. Next, watch the video “This is Not Yellow” and discuss the concept of color models and
        how they are used to display colors on screens. Introduce the RGB and CMYK color
        models and have students compare and contrast the two.
      3. Introduce the concept of vector and raster graphics and show the video “Vector vs
        Raster Graphics”. Have students take notes on the main differences between the two
        types of graphics.
      4. Have students play the Bezier Game as a class. As they play, ask them to pay attention
        to how the game is creating vector graphics using the Bezier tool.
      5. Open a photo editing software and have students practice basic masking techniques on
        images provided by the teacher.
      6. Assign students to work in groups to create a vector graphic using the Bezier tool and a
        raster graphic using the masking techniques learned in class.

      Assessment Method:

      • Formative assessment will be done through observation of student participation and understanding during the class discussion and activity
      • Summative assessment will be done through a presentation of the vector and raster graphics created by the students.

      Lesson Reflection:

      • After the lesson, ask students to reflect on what they have learned and what they found most challenging or interesting.
      • Review the objectives of the lesson and evaluate how well they were met.
      • Identify areas that need improvement for the next time the lesson is taught.

      Mapped Standards:

      College Board AP Computer Science Principles (CSP) Framework:
      • CRD-1.C.1 Effective collaborative teams practice interpersonal skills including but not limited to: communication skills; consensus building; conflict resolution; negotiation.
      • DAT-2.A.1 Information is the collection of facts and patterns extracted from data.
      • DAT-2.A.2 Data provide opportunities for identifying trends, making connections, and addressing problems.
      • DAT-2.A.3 Digitally processed data may show correlation between variables. A correlation found in data does not necessarily imply a causal relationship exists. Often additional research is needed to understand the exact nature of the relationship.
      CSTA K-12 Computer Science Standards:
      • 2-DA-09: Students translate between different data representations, which includes understanding and working with RGB, CMYK, vector, and raster formats.
      • 2-IC-21: Use computing tools to facilitate communication and collaboration, relevant to group projects on image editing.

          Lesson 9 | 2.2 – Intro to Masking

          Lesson Objectives:

          • Students will understand the basic concept of masking in photo editing software.
          • Students will learn how to use masking tools to selectively edit images.
          • Students will be able to use masking to combine multiple images into a single composite image.

          Related Requirements:

          • Basic understanding of photo editing software
          • Unit 1 Exam

          Lesson Materials:

          • Photo editing software (e.g. Photopea, Photoshop, GIMP)
          • Images for students to use in their project

          Lesson Procedure:

          1. Introduction (10 minutes): Review the Unit 1 Exam and discuss any areas where
            students struggled or had questions. Introduce the concept of masking and how it can be
            used in photo editing.
          2. Demonstration (20 minutes): Show students a live demonstration of how to use masking
            tools in a photo editing software. Explain the different types of masks (e.g. layer masks,
            clipping masks) and their uses.
          3. Activity (40 minutes): Divide the class into groups and have each group search for three
            high-quality images to use in their project. Give them time to experiment with masking
            the images and combining them into a single composite image.
          4. Conclusion (20 minutes): Have each group present their composite images and discuss
            the different techniques used.

          Assessment Method:

          • Observation of students during the activity
          • Final composite images produced by each group

          Lesson Reflection:

          After the class, reflect on how the lesson went and what could be improved. Consider the level of engagement and understanding of the students, any challenges faced, and how the assessment method worked. Use this feedback to improve future lessons on masking images in photo editing software.

          Mapped Standards:

          College Board AP Computer Science Principles (CSP) Framework:
          • CRD-1.C.1 Effective collaborative teams practice interpersonal skills including but not limited to: communication skills; consensus building; conflict resolution; negotiation.
          • CRD-2.B.3 A program needs to work for a variety of inputs and situations.
          • DAT-2.A.1 Information is the collection of facts and patterns extracted from data.
          • DAT-2.A.3 Digitally processed data may show correlation between variables. A correlation found in data does not necessarily imply a causal relationship exists. Often additional research is needed to understand the exact nature of the relationship.
          CSTA K-12 Computer Science Standards:
          • 2-AP-13: Modify and manipulate digital artifacts, relevant to the application of masking techniques in image editing.
          • 2-DA-09: Further emphasis on data representation, now applied to layers and masks in digital images.

            Lesson 10 | 2.3.0 – Unit 2 Project (Part 1)

            Lesson Objectives:

            • Students will understand the basic concepts of pixels, RGB vs. CMYK, vector vs. raster images.
            • Students will learn how to use masking tools in photo editing software to selectively edit images.
            • Students will be able to use masking to isolate the foreground of two high-quality images.

            Related Requirements:

            • Basic understanding of photo editing software

            Lesson Materials:

            • Photo editing software (e.g. Photopea, Adobe Photoshop, or GIMP)
            • Images for students to use in their project (provided by the teacher or sourced by
              students)
            • 10 question practice quiz on pixels, RGB vs. CMYK, vector vs. raster images.

            Lesson Procedure:

            1. Introduction (10 minutes): Introduce the project on masking images and the objectives of
              the lesson.
            2. Assessment (10 minutes): Give students a 10 question practice quiz on pixels, RGB vs.
              CMYK, vector vs. raster images.
            3. Image Search (20 minutes): Give students time to search for two high-quality images to
              use in their project. Provide guidance on what makes an image high-quality and suitable
              for masking.
            4. Demonstration (20 minutes): Show students a live demonstration of how to use masking
              tools in a photo editing software. Explain the different types of masks (e.g. layer masks,
              clipping masks) and their uses.
            5. Activity (30 minutes): Give students time to begin their project by masking the two
              images they sourced. Provide support and guidance as needed.
            6. Conclusion (10 minutes): Have students share their progress on the project and discuss
              any challenges they faced or techniques they learned.

            Assessment Method:

            • Quiz scores
            • Observation of students during the activity
            • Final images produced by each student

            Lesson Reflection:

            After the class, reflect on how the lesson went and what could be improved. Consider
            the level of engagement and understanding of the students, any challenges faced, and
            how the assessment method worked. Use this feedback to improve future lessons on
            masking images in photo editing software.

            Mapped Standards:

            College Board AP Computer Science Principles (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).
            • 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.
            • DAT-2.A.2 Data provide opportunities for identifying trends, making connections, and addressing problems.
            CSTA K-12 Computer Science Standards:
            • 2-DA-09: Emphasizes the manipulation and conversion of different data types, applicable in creating and editing digital images.
            • 2-AP-13: Involves creating complex digital artifacts by applying masking and other advanced editing techniques.

                Lesson 11 | 2.3.1 – Unit 2 Project (Part 2)

                Lesson Objectives:

                • Students will understand the basic concepts and usage of Type Tool, Layer Styles,
                  Filters, and Gradient Tool in photo editing software.
                • Students will be able to apply these tools to enhance their masked images and create a
                  visually appealing poster.
                • Students will be able to use the Type Tool to create a text layer and style it using Layer
                  Styles, Filters, and Gradient Tool.

                Related Requirements:

                • Basic understanding of photo editing software
                • Prior knowledge of masking images in photo editing software
                • Masked images that they have already completed prior to this class

                Lesson Materials:

                • Photo editing software (e.g. Photopea, Adobe Photoshop, or GIMP)
                • Images that students masked in the previous class
                • Poster requirements (provided by the teacher)

                Lesson Procedure:

                1. Introduction (10 minutes): Introduce the project on creating posters using the tools: Type
                  Tool, Layer Styles, Filters, and Gradient Tool.
                2. Demonstration (20 minutes): Show students a live demonstration of how to use each of
                  the tools: Type Tool, Layer Styles, Filters, and Gradient Tool. Explain the different options
                  and settings available for each tool.
                3. Activity (60 minutes): Give students time to work on their posters using the tools
                  demonstrated. Provide guidance and support as needed. Students will use the Type Tool
                  to write their name and the other tools to add style and effects to it.
                4. Conclusion (10 minutes): Have students share their stylized names and discuss any
                  challenges they faced or techniques they learned.

                Assessment Method:

                • Observation of students during the activity
                • Final posters produced by each student

                Lesson Reflection:

                After the class, reflect on how the lesson went and what could be improved. Consider
                the level of engagement and understanding of the students, any challenges faced, and
                how the assessment method worked. Use this feedback to improve future lessons on
                using the tools: Type Tool, Layer Styles, Filters, and Gradient Tool in photo editing
                software.

                Mapped Standards:

                College Board AP Computer Science Principles (CSP) Framework:
                • 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-2.A.2 An understanding of the purpose of a computing innovation provides developers with an improved ability to develop the computing innovation.
                CSTA K-12 Computer Science Standards:
                • 2-AP-13: Involves modifying digital artifacts, particularly through advanced editing techniques to create a polished final product.
                • 2-IC-21: Reflects collaboration and communication in the creation and review of digital posters.

                Lesson 12 | 2.3.1 – Unit 2 Project (Part 2, continued)

                Lesson Objectives:

                • Students will review and apply various photo editing tips and tricks to enhance their poster projects.
                • Students will learn how to use advanced editing techniques to improve the overall quality and composition of their images.
                • Students will be able to complete their poster projects by the end of the class.

                Related Requirements:

                • Basic understanding of photo editing software
                • Prior knowledge of using tools such as masking, Type Tool, Layer Styles, Filters, and Gradient Tool in photo editing software.
                • Poster projects that have been started in previous classes

                Lesson Materials:

                • Photo editing software (e.g. Photopea, Adobe Photoshop, or GIMP)
                • Images that students have already masked and prepared for their poster projects
                • Poster requirements (provided by the teacher)
                • Photo editing tips images (provided by the teacher)

                Lesson Procedure:

                1. Introduction (10 minutes): Review the poster project and the objectives of the lesson.
                  Remind students of the various tools and techniques they have learned in previous
                  classes.
                2. Review (20 minutes): Review various photo editing tips and tricks through a presentation
                  or tips images (in lesson materials). Discuss how these tips and tricks can be applied to enhance the quality and
                  composition of their images.
                3. Activity (60 minutes): Give students time to work on and complete their poster projects.
                  Provide guidance and support as needed. Encourage students to apply the tips and
                  tricks reviewed in the previous step.
                4. Conclusion (10 minutes): Have students share their final posters and discuss any
                  challenges they faced or techniques they learned.

                Assessment Method:

                • Observation of students during the activity
                • Final posters produced by each student

                Lesson Reflection:

                After the class, reflect on how the lesson went and what could be improved. Consider
                the level of engagement and understanding of the students, any challenges faced, and how the assessment method worked. Use this feedback to improve future lessons on photo editing tips and tricks.

                Mapped Standards:

                College Board AP Computer Science Principles (CSP) Framework:
                • CRD-1.C.1 Effective collaborative teams practice interpersonal skills including but not limited to: communication skills; consensus building; conflict resolution; negotiation.
                • CRD-2.A.2 An understanding of the purpose of a computing innovation provides developers with an improved ability to develop the computing innovation.
                • DAT-2.A.1 Information is the collection of facts and patterns extracted from data.
                • DAT-2.A.3 Digitally processed data may show correlation between variables. A correlation found in data does not necessarily imply a causal relationship exists. Often additional research is needed to understand the exact nature of the relationship.
                • DAT-2.A.4 Often a single data source does not contain the necessary data to draw a conclusion. It may be required to combine data from a variety of sources to formulate a conclusion.
                CSTA K-12 Computer Science Standards:
                • 2-AP-13: Involves perfecting digital artifacts using advanced techniques and tools.
                • 2-IC-21: Encourages collaboration and sharing of final projects, contributing to a communal learning environment.

                    Unit 1 – The Computer | Computational Innovation Task 

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                    Unit 1 – The Computer | Computational Innovation Task