Unit Create Performance Task
Revision Date: Jan 05, 2016 (Version 1.2)Pre-lesson Preparation
Students should have practice in the following areas before starting on the Create Performance Task:
Summary
In the Create Performance Task (CPT), students bring ideas to life through software development. The CPT requires students to design and iteratively develop a program. The College Board encourages but does not require students to collaborate with a partner, and once students begin the development of the CPT, they may receive help only from the collaborative partner. While not requiring it, this lesson supports a collaborative effort. Even if collaboration is used, each student must independently complete a significant level of planning, designing, and developing the program. Students will have 12 hours of class time to complete, and submit:
The program must:
This lesson plan provides a schedule for 15 50-minute sessions to meet the 12-hour in-class minimum required by the College Board.
Outcomes
Overview
Session 1: Identify performance task requirements and choose a topic to develop.
Session 2: Design the program, identifying both multiple -evel algorithms and multiple abstractions used in their design. Students work with collaborative partners to verify the adequacy of their designs to meet the performance task requirements.
Session 3: Program Development: Code top-level functions.
Session 4: Program Development: Code second-level functions.
Session 5: Program Development Checkpoint: Assess progress and revise design and development strategies.
Session 6: Program Development: Continue revised function development.
Session 7: Program Development: Complete function development.
Session 8: Program Development Checkpoint: Assess progress and make final revision to development strategies.
Session 9: Program Development: Make final revisions to program code.
Session 10: Program Development: Complete program and plan video.
Session 11: Video Development: Record and optionally narrate video.
Session 12: Video Development: Assess video and make final revisions.
Session 13: Written Responses: Respond to prompts 2a, 2b, and 2c.
Session 14: Written Responses: Respond to prompts 2d and 2e.
Session 15: CPT Submission: Submit and share projects.
In the Lesson Resources Folder (Teacher Only)
In the Lesson Resources Folder (Public)
Objectives:
Tell students: Today you will begin the Create Performance Task. In the CPT, you will be developing a program of your choice. The goal of this task is for you to develop a program to solve a problem, create an innovation, or express a personal interest.
Provide students with a copy of the Create Performance Task (AP Computer Science Principles Performance Task Create–Applications from Ideas) description from the College Board.
Jigsaw the Program Purpose and Development section. Assign each of the written responses a-e to one of five groups. Each group answers the questions below. (2 min)
Written Response a
What must the response explain?
What is the approximate word limit?
Written Response b
In addition to describing the difficulties, what must be described about them?
At least one of the difficulties must have been addressed in what manner?
What is the approximate word limit?
Written Response c
What is to be described?
What is the approximate word limit?
Written Response d
What is to be explained?
What is the approximate word limit?
Written Response e
What is to be marked with an oval?
What is to be marked with a rectangle?
When are comments are required?
Each group shares its results. (5 min)
Assign students collaborative partners. Distribute Preliminary Topic Selection Guide. Students decide on the topic they will address and the form of collaboration they will use. (10 min)
Distribute the CPT rubric and CPT Rubric Assignment.
Objectives:
Tell students:
Today we have four goals. We will commit to a program topic and develop a collaboration strategy, a program design, and an implementation schedule.
Meet with collaborative partners and discuss the CPT rubric assignment. Each individual submits programming topic and purpose.
Each partner group submits a plan for collaboration.
Each individual submits a program design.
Each individual submits a daily program development schedule.
Tell students: Today will be our first program design day.
At the end of class:
Tell students: Today will be our second program design day.
At the end of class:
Tell students: Today we will evaluate program development progress and revise our program development schedules as needed. We will also discuss with partners the difficulties we encountered and the strategies we used to address them.
Note: Partners collaborating in their program development in the first session stages will switch to individual development at this point.
Each individual submits a revised schedule of program development,
Partners discuss the major difficulties they have faced to this point and the strategies they used to overcome them.
At the end of class:
Tell students: Before starting our research we will examine the rubric that readers will use when scoring your computational artifact and written response.
At the end of class:
At the end of class:
Tell students: Today we will evaluate program development progress and revise a program development schedule as needed. We will also once again discuss with partners the difficulties we encountered and the strategies we used to address them.
Note: Partners collaborating in their program development in the second session stages will switch to individual development at this point.
Each individual submits a revised schedule of program development.
Partners discuss the major difficulties they have faced to this point and the strategies they used to overcome them.
At the end of class:
Tell students: Today will be our next to last program development day.
At the end of class:
Tell students: Today will be our last program development day.
At the end of class:
This session is the first of two scheduled to develop the video. It's possible to create the video in a single day, so if students need more time to work on their program implementation, it may be done here with video planning assigned as homework.
Tell students: Today will be our first of two days dedicated to producing the CPT video.
Each individual selects features that demonstrate the programs overall purpose.
Students plan how to show the purpose of the program and the running of related features.
Students record required clips.
Collaborative partners assess the video clips and recommend any additional clips or changes to existing clips.
Students complete the CPT video in mp4, wmv, avi or mov format.
Students write the explanation of the programming language used, their program's purpose, and what the video illustrates.
Objectives:
Tell students: There are three goals for this session.
Students upload both files.
Students set up workstations to show their video and to give access to their program, Students perform a gallery walk to review the programs.
Students respond to these two questions.
Note: Teachers may want to record students making these comments to be used to introduce the project next year.
Students may not receive assistance regarding the content of their CPT documents until after they have been submitted to the College Board.
Students may not receive assistance regarding the content of their CPT documents until after they have been submitted to the College Board. Once the documents have been submitted teachers should use the CPT rubric to assess performance task documents.
To convert the rubric score to a percentage teachers may want to use the following scale:
Program Development Progress: 50 pts
Over 10 days, students submit a project assessment, a program development plan and 6 daily progress reports and complete 2 program checkpoints. Weighted as 5 points for each day:
0 points no progress
1 point sporadic or minimal progress
2 points inconsistent progress
5 points consistent progress
Video Progress: 10 pts
5 points for each day
0 points no progress
1 point sporadic or minimal progress
2 points inconsistent progress
5 points consistent progress
Written Report Progress: 10 pts
5 points for each day
0 points no progress
1 point sporadic progress
2 points inconsistent progress
5 points consistent progress
Rubric score 30 pts