Subject Grade Level - 5-8
State Standard Alignments:
Algorithms and Programming
Algorithms
5
3-5.AP.08 Compare and refine multiple algorithms for the same task and determine
which is the most appropriate.
Variables
3-5.AP.09 Create programs that use variables to store and modify data.
Control
3-5.AP.10 Create programs that include sequences, events, loops, and conditionals.
Modularity
3-5.AP.11 Decompose (break down) problems into smaller, manageable subproblems to
facilitate the program development process.
Target : I can use coding concepts and apply to programming in RPG style.
Learning Task: Chapter One - Coding Algorithms & Problem Solving
Have students login to Ozaria :
https://www.ozaria.com/play/chapter-1-sky-mountain?hour_of_code=true
RunSlides Provided:
(Prep work)
Use the first section of the lesson slides (up to Independent Practice slide) to introduce the new concept for that lesson
If applicable, watch any Cutscene videos as a whole class to introduce the story line
Have students independently play through the suggested levels on the Independent Practice slide
This section which will also include Cinematics and Concept Checks
Extension Activities are found in the speaker notes of the Independent Practice slide. You can use them to differentiate pacing for fast finishers or for students who need reinforcement.
Use the Check-In section as an opportunity for students to reflect on what they have learned in the lesson.
Teacher Notes:
Tell students that they will be entering the world of Ozaria to begin their coding adventure. There, they will be playing as a hero in the story.
Class Discussion:
Explain Lesson Targets
Warm-Up: Algorithms & Sequences
Learn how to use Ozaria
Play Ozaria: Get to the Spirit Lands
Optional Extension: Design a Map
Optional Intro activity: Make sure you’re logged into the Ozaria teacher dashboard and show the introduction cutscene video with students:
https://www.ozaria.com/play/intro/1fhcutscene1b?course=5d41d731a8d1836b5aa3cba1&codeLanguage=python&intro-content=0
Afterward,ask them what they noticed about the story and check-in to see if they have any questions about the story an
Tell students that they’ll need to learn a few coding tools first before they enter the world of Ozaria
Algorithms
a sequence of instructions that can be used to solve a problem or set of problems
Highlight the problems shown on the slide: baking cookies, building a house, solving a maze, and writing a program.
Then ask students how these problems can be broken into a sequence of steps.
For example:
baking cookies = measure ingredients, mix ingredients, form balls with dough, bake
building a house = build the foundation, the walls, the roof, interiors
Highlight how coding is just creating algorithms to solve problems
Problem Solving with Decomposition
You can solve a complex problem by breaking it down into a sequence of subgoals & steps
What are the subgoals & steps for baking a cake?
Subgoal 1: Make the cake layers
-Measure & combine ingredients
-Make the batter
-Put batter into pans
-Bake the cake layers
Subgoal 2: Make the filling/frosting
-What are the steps?
Subgoal 3: Build the cake
-What are the steps?
****Talk about how complex problems can often seem intimidating. However, you can use decomposition by breaking down a complex problem into a sequence of subgoals. Then break down those subgoals into a sequence of steps.
Review the problem of baking a cake and review the listed subgoals
Ask students if they can think of other subgoals that they could add (example: decorating the cake, choosing which cake to bake, etc)
Have students work together to flesh out steps for remaining subgoals and any additional subgoals that the class came up with
Concept Check: Subgoals & Sequences
Write down a sequence of subgoals & steps to help the hero get to the exit stairs.
Subgoal 1: ??
-Move right
-Move right
-???
Subgoal 2: ??
-Move up
-Move right
Teacher Input
Have students work together to come up with the subgoals first (example: Open the door and get to the exit)
For each subgoal, have students work together to come up with an ordered list of steps
Make sure to call out that they’ll need to add a step to open the door such as “Open door”
At the end, follow the steps that the students created by clicking and dragging on the hero to move from grid point to grid point
If there’s a mistake in the sequence of steps, go through all of the steps (even if it doesn’t get to the subgoal). Have student volunteers point out where they may need to fix the steps
One possible solution could be:
Subgoal 1: Open the door
Move right
Move right
Move up
Open Door
Subgoal 2: Get to the exit
Move up
Move right
Move right
Input & Output
Code is a type of language we use to communicate with computers.
Ask students if they’ve used code before or have come across it.
Use the slide and diagram to briefly explain how code works with computers. Highlight that in Ozaria, they’ll use an acodus, which is similar to a computer.
Have students share other input/output processes that they’ve experienced before. Examples can include:
Buying something (input = cash, output = the product)
Baking (input = batter in the oven, output = cookies)
Now have students enter Ozaria program - Make sure students in Student mode
Go to: https://www.ozaria.com
Click “Sign Up”
Enter in your class code
Create an account or login with your google account
Make sure to write down your user name!
Click Continue to start playing
Go to: https://www.ozaria.com
Click “Sign Up”
Enter in your class code
Create an account or login with your google account
Make sure to write down your user name!
Click Continue to start playing
Talk to students about Navigating
Use this slide or a demo student account to highlight the different features of the Ozaria map
If possible, mouse over the different stops on the map to show the titles
Make sure to highlight intros and explain that they are composed of cinematics and concept checks. Check your curriculum guide to reference what each intro contains.
Students will customize their characters and then have them discover as they go thru the program.
Make sure you’re logged into a student or teacher account.
Click on the “Following the Signs” link and demonstrate playing through the first level
Have student volunteers suggest what lines of code to add
Highlight the different tools and features of the level a shown in this and the following slide
Ask students the following questions. Have them answer by providing a number
Where do you find the goals for the level? (2)
Where do you get instructions and hints for the level? (1)
Where do you type in your code? (5)
Where do you run your program? (6)
Where do you get more info about the different commands you can use in your code? (8)
Where can you move forwards and backwards in your program? (7)
Where can you restart the level? (4)
Where can you customize your code experience? (3)
Final Close
What did you discover
Chapter 1, Module 1, Lesson 1
What I did:
-How far did you get in Ozaria? What was your favorite part?
What I noticed:
-What did you notice as you played through the game?
-Did you discover or learn something new?
What was challenging?
-Was something confusing about the story or the levels?
-Do you need more practice on a specific part of the code or the game?
Review these questions with students either in a classroom discussion or have them discuss in small groups.
Alternatively, have students answer these questions via this google doc template:
https://docs.google.com/document/d/1va4a28EtfjgwlHh0fWxgyYLvd0lhDIga4KW4FlajgXc/copy
Makesure students are signed into their Google accounts. If they don’t have a Google account, you can explore other implementation strategies here:
https://docs.google.com/document/d/1JTshzRvg_EGEDY7Kczb5T0X8WKmS0UXTdWZVmvzE9B0/edit?usp=sharing
Makesure students make a copy of the template and fill in the Chapter, Module, Lesson, and name name at the top
Have them add the doc to their google student portfolio that can be their ongoing Ozaria portfolio or have them share a link of their doc with you
Students can then use their Ozaria portfolio to reflect on their learning process and share any takeaways during each capstone presentation
If there’s time, have students share the extension activities they worked on
Total Class time: 40 minutes
