Monday - Sept. 1 

Holiday, No school

Tuesday and Wednesday -Sept. 2,3: Lesson 1

• Course intro, Outline, digital citizenship, Expectations 

·  Big Ideas

·   Digital technologies shape how we live, learn, and interact in society.

·   Responsible and ethical use of technology is essential for personal growth and community well-being.

·   Programming and computational thinking empower humans to be productive, not just consumers, of technology.

·  Learning Goals

By the end of this lesson, students will:

·   Understand the course structure, resources, expectations, and assessment methods.

·   Learn about digital citizenship and the responsibilities of using technology in an Islamic and ethical framework.

·   Set up Google Classroom, Visual Studio Code accounts for course activities.

·   Reflect on responsible technology use in their own lives.

·  Instructional Strategies

·   Lecture & Discussion: Overview of course outline and expectations.

·   Interactive Activity: Icebreaker to build community.

·   Technology Orientation: Guided setup of Google Classroom and VS Code.

·   Game-Based Learning: Kahoot quiz on Digital Citizenship.

·   Reflective Writing: Short response about responsible technology use.

·  Assessment / Evaluation

·   Assessment as Learning: Self-reflection “How do I use technology responsibly?”

·   Assessment for Learning: Kahoot quiz to check understanding of digital citizenship.

·  Homework / Class Work

·   Complete reflection (Google Doc submission on Google Classroom): “How do I use technology responsibly as a Muslim and as a student?”

·   Ensure Google Classroom and Visuals Studio Code are working.

·  Materials & Resources

·   Projector

·   Computers

·   Google Classroom (class code prepared)

·   Kahoot quiz (Digital Citizenship basics)

·   References:

• • 1. 1. Ontario Curriculum: Computer Studies, 2023 (ICD2O)

       2. Khan Academy – Computing & Internet Basics

       3. W3Schools Python – https://www.w3schools.com/python/

       4. YouTube: “What is Digital Citizenship?” (Common Sense Media)

Friday - Sept. 5: Lesson 2 

• Internal Hardware Components

·   Big Ideas

·         A computer’s performance depends on the interaction of its internal hardware (CPU, memory, storage, motherboard,…).

·         Understanding hardware is the foundation for programming and app development.

·         Hardware knowledge helps students make better decisions when using or purchasing technology.

·   Learning Objectives

By the end of this lesson, students will be able to:

·         Identify the main components of a computer system.

·         Describe the function of each component and how they interact.

·         Distinguish between hardware and software.

·         Relate computational thinking to how these parts process, store, and transfer information.

·         Apply knowledge through activities, group work, and a quiz.

·   Instructional Strategies

·         Direct instruction (slides & video demo of computer components).

·         Visual learning (images/diagrams of CPU, RAM, storage, motherboard).

·         Hands-on activity (label diagram; optional real hardware demo if available).

·         Collaborative learning (group chart: “How hardware works together”).

·         Game-based review (Kahoot quiz).

·   Assessment / Evaluation

·         Assessment as Learning (AaL): Students self-check by completing a hardware labeling activity.

·         Assessment for Learning (AfL): Teacher circulates during group tasks and Kahoot quiz to check understanding.

·         Assessment of Learning (AoL): Homework submission – short Google Doc summary explaining the role of CPU, RAM, storage, and motherboard in their own words.

·   Homework / Class Work

·         Class Work: Hardware diagram labeling, group discussion, Kahoot.

·         Homework: Write a 1-page Google Doc summary: “How do the CPU, RAM, storage, and motherboard work together to make a computer run?” Submit via Google Classroom.

·   Materials & Resources

·         Projector/Smartboard with slides.

·         Handout/worksheet with blank hardware diagram.

·         Real PC parts (if available in lab).

·         Google Classroom (for homework).

·         References & Tools:

o   Khan Academy – How computers work: CPU, memory, input/output

o   W3Schools – Basic components of Computer

o   YouTube – Computer Basics: Inside a Computer

o   Kahoot quiz.

·         Overall Expectations

o   B1. Demonstrate an understanding of the functions and features of hardware and software.

o   A1. Apply computational thinking concepts and practices when planning and designing computational artifacts

·         Specific Expectations

o   B1.1 Describe the functions and features of various core hardware components.

o   A1.1 Apply computational thinking concepts and practices when planning and designing computational artifacts (connecting hardware to processing & problem solving).

·         Success Criteria

o   I can identify CPU, RAM, storage, and motherboard in a diagram or real device.

o   I can explain how each part contributes to computer performance.

o   I can describe how the components work together to process and store data.

o   I can apply my knowledge in a reflection/summary task.

Tuesday- Sept. 9: Lesson 3 

• Input, Output & Peripheral Devices

Big Ideas

• Computers rely on input devices to receive data and output devices to present results.

• Peripherals extend the capabilities of a computer beyond its core components.

• The Information Processing Cycle (Input → Process → Output → Storage) explains how all parts work together.

• As Muslims, we must also reflect on the “inputs” in our lives and how they affect our “outputs” (actions and deeds).

Learning Objectives

By the end of this lesson, you will be able to:

·         Identify common input and output devices and describe their functions.

·         Explain the role of peripherals and how they expand computer capabilities.

·         Differentiate between internal components (CPU, RAM, Storage, Motherboard) and external devices.

·         Understand how input → processing → output → storage forms the Information Processing Cycle.

·         Reflect on how technology tools can be used responsibly considering Islamic values.

Class Work / Homework

Class Work

• Warm-up: list 3 input devices and 3 output devices.

• Input devices, output devices, peripherals.

• Demonstration: information processing cycle explained with real-life coding example.

• Activity: Fill in the Input/Output/Peripheral Table.

• Class discussion: “How can we make sure the ‘inputs’ we give to our lives lead to good ‘outputs’ in line with Islamic values?”

Homework

• Part A: Multiple-choice questions (printer, touchscreen, webcam, speakers).

• Part B: Short answers (list input/output devices, USB vs RAM, touchscreen role).

• Part C: Worksheet (fill-in-the-blanks, match the device, short answer).

• Class discussion: “How can we make sure the ‘inputs’ we give to our lives lead to good ‘outputs’ in line with Islamic values?”

Assessment / Evaluation

·         Participation in class discussion and warm-up activity. (AfL)

·         Completion of the Input/Output/Peripheral Table. (AfL)

·         Accuracy on homework (MCQs, worksheet, short answers). (AoL)

·         Observation of engagement during Islamic integration discussion. (AaL)

Materials & Resources

·         Slides: “Input, Output & Peripherals”

·         Worksheet: Device Sorting Table (provided in doc)

·         W3Schools – Input Devices

·         W3Schools – Output Devices

·         W3Schools – Components of a Computer

·         YouTube – Input & Output Devices Explained

·         YouTube – Information Processing Cycle

Wednesday -Sept. 10: Lesson 4

• Operating System Basics (File Systems, Processes, OS Examples)  

·   Big Ideas

·         An Operating System (OS) is essential software that manages computer hardware, files, and processes.

·         Different OS examples (Windows, macOS, Linux, Android) provide similar functions but with different interfaces and features.

·         Understanding OS basics supports both hardware knowledge and programming skills.

·   Learning Objectives

By the end of this lesson, students will be able to:

·         Describe the role of the Operating System in managing hardware and software.

·         Explain how file systems organize and store data.

·         Understand process management (how the OS runs programs and multitasks).

·         Compare examples of different operating systems (Windows, Linux, macOS, Android).

·         Apply knowledge through group analysis, quiz, and a short homework task.

·   Instructional Strategies

·         Direct instruction with slides and visuals.

·         Video demo on how OS manages files and tasks.

·         activity: compare features of different OS.

·         Hands-on lab: file management (create, move, organize folders).

·         Game-based review (Kahoot quiz).

·   Assessment / Evaluation

·         Assessment as Learning (AoL): Students reflect on which OS they prefer and why.

·         Assessment for Learning (AfL): Hands-on Activity (file Management), Teacher circulates during discussions, and Kahoot quiz to check understanding.

·         Assessment of Learning (AaL): Homework assignment – “Compare two OSs in a 1-page report.”

·   Homework / Class Work

·         Class Work: File management lab, group OS comparison chart, Kahoot quiz.

·         Homework: 1-page comparison of two OS (features, strengths, weaknesses). Submit via Google Classroom.

·         Kahoot Quiz

·   Materials & Resources

·         Projector/ slides.

·         Lab computers.

·         Google Classroom (for homework).

·         References & Tools:

o   Khan Academy – Operating Systems Basics

o   W3Schools – Introduction to Operating Systems

o   YouTube – What Is an Operating System, What is an Operating System? Goals & Functions of Operating System | Concept Simplified by Animation

o   Kahoot quiz.

·   Overall Expectations

o   B1. Demonstrate an understanding of the functions and features of hardware and software.

o   A1. Apply computational thinking concepts and practices when planning and designing computational artifacts

·   Specific Expectations

o   B1.3 Describe the functions of various types of software (operating systems).

o   A1.2 Use a variety of tools and processes (flowcharts, pseudocode, IDEs) to plan, design, and share computational artifacts (connect OS to planning/programming).

·   Success Criteria

·         I can describe the role of the OS in managing files and processes.

·         I can explain the differences between file storage and RAM.

·         I can compare Windows, macOS, Linux, and Android.

·         I can demonstrate file management in practice.

·         I can write a short reflection/report comparing two OS.

Friday - Sept. 12: Lesson 5 

TBA

Tue. Sept. 30

Lesson 10: Careers in Technology & Computer Science

Big Ideas

·   Digital technology and programming shape all industries, from healthcare to trades.

·   Careers in tech require continuous learning and adapting to innovation.

Learning Objectives

By the end of this lesson, you will be able to:

·      Identify careers that rely on digital technology and programming.

·      Explain how industries are evolving due to digital innovations.

Instructional Strategies

·   Mini-lecture with slides: overview of career paths.

·   Video clip: “Top Careers in Technology 2024” (YouTube).

·   Think-Pair-Share: Students brainstorm jobs in tech around them.

·   Career case studies: E.g., cybersecurity analyst, app developer, AI engineer, data scientist.

·   Q&A discussion: How does programming impact non-tech jobs (business, medicine, construction)?

Class Work, Homework, Assignments

1- Activity- Career Brainstorm Table 

In groups of 3,

create a table:

5 careers, required skills, why important.

2- Reflection Task (Due: Wed. Oct. 1- 9:00 am) 

Write your reflection on

“Which tech career interests me most, and how can I pursue it?”

3- Career Research Assignment (Due Fri. Oct. 3- 9:00 AM), Tue. Oct. 7- 9:00 AM) 

Now that we’ve explored different careers in technology, it’s your turn to dive deeper into one career of your choice. You will complete a short research assignment that will be submitted Oct. 3, 9:00 am  via Google Classroom. This will count as an Assessment as Learning, meaning it will be part of your report card grade. After submitting the assignment, in Oct. 3, you will be provided with a self-assessment sheet to assess your work. According to your assessment you are asked to resubmit the enhanced version of your research assignment via google classroom Oct. 7, 9:00 am .

Research Guidelines: You must include the following in your research:

Career Name (e.g., Cybersecurity Analyst, Game Developer, Data Scientist…).

Role Description: What does this professional do?

Skills Required: Programming, problem-solving, teamwork, certifications…

Industries: Where do they work? (healthcare, banking, education, business, trades).

Education Pathway: College, university, certifications, online learning.

Salary Range: (optional).

Impact on Society: How does this career benefit people?

Personal Reflection: Why does this career interest (or not interest) you? 

Submission Instructions

Format: 1–2 page Google Doc OR 5-slide Google Slides presentation.

Sources: Use Khan Academy, W3Schools, CodeHS Career Pathways, or trusted sites (Indeed, Glassdoor, Government of Canada Job Bank).

Due Date: Friday Oct. 3, Oct. 7.

Assessment: Graded with rubric (Knowledge, Thinking, Communication, Application).

Reminder

This assignment is not just about marks. It’s about exploring your future and thinking about how you can use your skills to serve your community. Think about how your future career can be a way of helping others.

Wed. Oct. 1:

Lesson 11: Innovations: Automation & AI (Benefits & Limits)

Big Ideas

·   Automation and Artificial Intelligence (AI) are shaping everyday life and the future of work.

·   These technologies bring benefits (efficiency, accessibility, problem-solving) but also limits (bias, job loss, ethical concerns).

·   As Muslims, we must engage with technology responsibly and ethically.

Learning Objectives

By the end of this lesson, you will be able to:

·      Define automation and AI and explain how they are used in daily life.

·      Assess benefits and limitations of automation and AI.

·      Explore emerging innovations and predict their future impact.

·      Reflect on the Islamic perspective of responsible innovation and justice.

Instructional Strategies

·       Mini-lecture with slides: key definitions and examples.

·   Case study: elf-driving cars, ChatGPT, factory robots.

·   Video What is Artificial Intelligence?

·   Class debate: “AI will create more jobs than it destroys.”

·   Activities & discussions students discuss where they encounter automation/AI

Class Work / Assignments

·   In-Class Activities: AI Brainstorm

o   Students list AI they use daily (Siri, Google Maps, Netflix, YouTube, ChatGPT). Discussion of benefits/limits.

o   Debate, “AI will create more jobs than it destroys.”

o   Discussion: Do you think AI will make life better or worse in the future? Why?

·   Google Classroom Assignment, AI & Automation: Due Thu. Oct. 1 at 11:59 PM

·       Students research one of these innovations (AI in medicine, automation in farming, smart homes, ChatGPT, robotics). What it is, benefits, limitations, ethical concerns.

• Submit via Google Classroom

Fri. Oct. 3:

Group Poster/Infographic Project - ICD2O Unit 2 (Due Oct. 17) 

Project Overview

In groups of 3 students, you will create a poster or infographic that explores one of 6 topics from our recent lessons. This project will be produced in two versions:

1. Digital version using Canva (submitted on Google Classroom), Size 11 X 17 portrait or landscape.

2. Paper version using carton paper (cardstock or poster board) (to be displayed in our classroom).

Your poster must be artistic, visually engaging, and informative - something we can proudly hang on the classroom wall.

Topics (Choose ONE per group)

1. Social & Cultural Impacts of Technology (Lesson 6)

2. Environmental Impacts & E-Waste (Lesson 7)

3. Legal & Ethical Use of Technology (Lesson 8)

4. Accessibility & Inclusivity in Technology (Lesson 9)

5. Careers in Technology & Computer Science (Lesson 10)

6. Innovations: Automation & AI (Benefits & Limits) (Lesson 11)

Poster Requirements

1- Artistic Design

• Use colors, images, icons, charts, collage, and infographics to make your poster engaging.

• Layout should be clean, organized, and easy to read from a distance.

• Fonts must be large and clear.

• Balance between text and visuals (avoid long paragraphs).

2- Content Subsections (suggested structure)

Each poster should include at least:

1. Title & Topic Introduction: Clear title + short definition/explanation.

2. Key Impacts / Issues / Facts:  3–5 main points with visuals.

3. Examples / Case Studies: Real-world applications, news, or case study.

4. Solutions / Recommendations: Practical suggestions (e.g., reducing e-waste, being ethical online).

5. Future Outlook / Reflection: How this topic affects society now and in the future.

6. Optional Islamic Integration: Qur’an verse, Hadith, or value that connects to the topic.

7. Sources: Cite the references that you use (websites, lesson notes, images, books, …).

3- Submission Instructions

• Digital version: Submit on Google Classroom (Canva link or PDF).

• Paper version: Bring in a large carton paper (cardstock or poster board) for classroom display.

• Deadline: [Friday, October 17]

• Each group will also give a 5-minute presentation to explain their poster.

You can find more information in Google Classroom

Final Question for Groups:

“If someone who has never studied this topic before looked at our poster on the wall, would they learn something new and understand why it matters?”

Tuesday Oct. 7

Important Announcement :

Tuesday  October 7,  Unit 2 Test

Tue. Oct. 14

No School

Wed. Oct. 15

Unit 3 - Lesson 2: Variables & Constants 

By the end of this lesson, you will be able to:

·      Define variables and constants and explain their purpose.

·      Declare and assign values to variables in Python.

·      Use print statements to display variables and perform simple operations.

·      Recognize syntax rules and apply debugging strategies when errors occur.

Class Work / Homework

In class exercises.

Guided practice: Predict and Fix, Quick Quiz: Variables and Constants

Independent Task - “About Me with Variables”

Fri. Oct. 17

Infographoic Poster Presentations

Tue. Oct. 21

Celeprate your achievements + Pizza Lunch 🎉 🍕

Wed. Oct. 22

Unit 3 - Lesson 3 - Data Types (int, float, str, bool)

By the end of this lesson, you will be able to:

• Identify and describe four basic Python data types: int, float, str, and bool.

• Write short programs using each type of data.

• Convert data between types using Python casting functions.

• Recognize and fix type errors in simple programs.

Class Work / Homework

In class exercises.

Guided Practice: Predict and Fix

Coding Task: Independent Task: “My Daily Data” Program

Tue. Oct. 28

Lesson 5: Input and Output in Python

Big Ideas

·      Computers interact with users through input (data provided by users) and output (information displayed to users).

·      Programs become dynamic and useful when they take input, process it, and display meaningful output.

·      Understanding data types and formatting ensures accurate results and readable outputs.

·      All input arrives as strings, so programmers must convert (cast) values to proper types for calculation.

·      Clear and organized code, including comments, helps others understand a program’s purpose and flow.

Learning Objectives

By the end of this lesson, you will be able to:

·      Explain the purpose of the input() and print() functions.

·      Collect, store, and display user data through variables.

·      Use type casting (int(), float(), str()) correctly.

·      Format outputs using commas, concatenation, and f-strings.

·      Apply comments and constants following Python style.

·      Debug and fix basic input/output errors.

Assessment & Evaluation

·      AaL: Peer-review checklist + short self-reflection: “One error I fixed & how”

·      AfL: In-class questioning, observation during guided practice.

·      AfL: CodeHS submission : about_me.py (collects 4+ inputs, formats output, uses 1 constant, 1 cast, comments)

Assignments and Tasks: DUE Wed. Oct.29

• Guided Practice: Hands-On CodeHS Exercises: Favourite color, Double a Number, Formatted Greeting (f-string) 

• Independent Activity - About Me Program + Peer-review+ self reflection 

Fri. Oct. 31

Unit 3- Test 1

Tue. Nov. 4- 

Unit3- Test1

Wed. Nov. 5- 

Lesson 7: Loops - While Loop Basics.

Big Ideas

·      Repetition is a key part of programming; loops allow computers to repeat actions efficiently.

·      A while loop repeats code as long as a condition is true.

·      Understanding control flow helps prevent errors like infinite loops.

·      Loops can simplify tasks such as counting, validating input, or performing repeated calculations.

·      By mastering loops, students move closer to thinking like programmers - planning, testing, and refining their code logically.

Class work/ Tasks / Homework

CodeHS

5.1.1 Example1- Counter

5.1.2 Activity 1: Countdown

5.1.3 Activity2: Password Retry (Input Validation)

5.1.4 Independent Practice: “Even Numbers Printer”

5.1.5 Extra Independent Practice: Guess the Secret Number

5.1.6 Extra Independent Practice: Sum of Numbers

5.1.7 Extra Independent Practice: Negative Number Checker

Wed. Nov. 5- 

Lesson 8: for Loops & Ranges

Big Ideas

·      Programming often involves repetition - automating tasks that follow a predictable pattern.

·      A for loop allows us to repeat actions a specific number of times or over a sequence.

·      The range() function makes counting and iteration simple and readable.

·      Choosing between for and while loops depends on whether we know the number of repetitions in advance.

Loops help programmers work efficiently, reducing errors and writing cleaner code. 

Class work/ Tasks/ Homework

CodeHS

5.2.1 Example 1 Counter

5.2.2 Guided Practice: Countdown

5.2.3 Guided Practice: Multiplication table

5.2.4 Independent Practice

5.2.5 Extra Independent Practice 1

5.2.6 Extra Independent Practice 2

Tue. Nov 11

Unit 3 - Mini Project and DEMO 

Demo Presentation: Wednesday, November 12

Today, you’ll work on your Python Mini Project to apply everything you’ve learned so far in Unit 3 - variables, data types, conditionals, input/output, and loops.

Your goal is to create a small interactive Python program that solves a simple problem, shows creativity, and demonstrates your understanding of programming logic.

·      Add comments explaining each part of your program.

·      Test and debug your code.

·      Submit your final program on CodeHS.

·      Present your project and short demo in class on Wed, Nov 12.

In-Class Demo

You will have 2–3 minutes to:

1. Introduce your program (purpose and features).

2. Explain your logic (what loops/conditions you used).

3. Run your program to show the output.

4. Answer one teacher question about your code.

Submission Checklist

•    My program takes user input and gives clear output.

•    My program runs correctly and is well-documented.

•    I used variables, conditionals, and at least one loop.

•    I tested my program with different inputs.

•    I added comments explaining what my code does.

•    I’m ready to present confidently on Wed, Nov 12.

Wed. Nov 12

Demo Presentation for mini-project

Fri. Nov 14

Unit 3 Test

Tue. Nov. 18

Unit 4: Software App Development

Lesson 1: Getting Started with MIT App Inventor

Big Ideas

·      Mobile apps are created using computational thinking and visual programming tools.

·      User interface design and event-driven logic work together to make apps interactive.

·      Programming involves problem-solving, creativity, and iterative testing.

·      Digital technology should be used safely, ethically, and for positive impact.

Activity 1 - Explore the Interface

1.     Go to appinventor.mit.edu.

2.     Log in using your school Google account.

3.     Start a new project called HelloAppInventor.

4.     Explore the two main areas:

a.     Designer View: where you create the look of your app.

b.     Blocks View: where you add logic and functionality.

Activity 2 - Build Your First App

Follow the steps in the lesson document in google classroom 

Challenge

·      Add another button that clears the message.

·      Change the background color when you click the button.

·      Name the project “ Unit4Lesson1Challenge” and submit to google classroom.

Wed. & Fri- Nov. 19 & 21

Unit 4: Software App Development

Lesson 2: Using Variables and Lists in Apps

Big Ideas

·      Variables help apps remember information - like names, scores, or user inputs.

·      Lists help apps organize and access multiple pieces of related data.

·      Variables and lists are essential for dynamic, interactive, and intelligent apps.

·      Efficient data handling is part of computational thinking and problem-solving.

Activity 1 - Understanding Variables 

Follow the instructions in the lesson document and submit to google classroom 

Activity 2 - Create the “Random Message App”

Follow the instructions in the lesson document and submit to google classroom 

Challenge

·   A new TextBox for the user to type their own message.

·   A Button that adds this new message to the list.

·   Now your app grows every time you use it!

·       Save the project with the name “Unit4Lesson2Challenge”

Tue. Nov. 25, 2025

Unit4- Lesson 3: Designing User Interfaces (Screens, Buttons, Layout)

Big Ideas

·       Good user interface (UI) design makes apps easy, clear, and enjoyable to use.

·       Screens, buttons, images, and layout components allow users to interact with an app.

·       Designers must consider accessibility, clarity, colour, font, and usability for all users.

·       Effective apps balance functionality (what it does) and design (how it looks and feels).

1. Activity 1- Learning the Core Layout Tools

a.     Introduction to the Main UI Components

· Screen - The main page of your app. Every app starts with Screen1.

· Label - Used to display text (titles, instructions, messages).

· Button - Used for actions (Start, Submit, Next).

· Image - Displays pictures or icons.

· TextBox - Allows the user to type input.

· HorizontalArrangement - Places items side-by-side, left to right.

· VerticalArrangement - Places items top to bottom.

· TableArrangement - Organizes items in a grid (rows × columns).

b.    Demonstration

   Step 1: Add a VerticalArrangement

This will be the main container for your screen. Everything else will go inside.

·   In the Layout drawer, drag a VerticalArrangement onto Screen1.

·   Set these properties in the right panel:

o   Width: Fill parent

o   Height: Automatic

o   AlignHorizontal: Center

o   AlignVertical: Top

   Step 2: Add a HorizontalArrangement

This row will hold two buttons side-by-side.

·   Drag a HorizontalArrangement into the VerticalArrangement.

·   Set:

o   Width: Fill parent

o   Height: Automatic

   Step 3: Add Buttons Inside the HorizontalArrangement

·   Drag two Buttons into the HorizontalArrangement.

·   Rename them:

o   btnStart Text: Start

o   btnHelp Text: Help

   Step 4: Key Design Properties

Adjust the look and feel:

· BackgroundColor: choose a soft, readable colour

· TextColor: black or white depending on contrast

· FontSize: increase to 20-24 for readability

· TextAlignment: Center

· Width: set buttons to Fill parent for equal sizing

Good UI design uses clean alignment, clear text, and proper spacing. 

2. Activity 2 - Build a Sample UI (Hands-on)

Create an interface for a Simple Home Page of a mobile app.

   You must include:

· A title label

· An image (logo or picture)

· A HorizontalArrangement with 2 buttons (e.g., Start, Help)

· A VerticalArrangement with:

o  A short description label

o  A TextBox (for user input)

o  A Submit button

   Design requirements:

·     Use at least two layout components

·     Proper alignment

·     Button sizes big enough for thumbs

·     Appropriate colour contrast

·     Organized and readable

3. Activity 3 - Mini Design Challenge (Peer Feedback)

a)     Pick one theme:

· Fitness App

· Prayer Reminder App

· School Homework Tracker

· Weather App

· Quick Notes App

b)    Redesign the Home Screen to match the theme.

c)     Goal: A clean and user-friendly interface (no coding yet).

d)    Then work in pairs:

· Partner reviews the UI

· Provide feedback on:

o  alignment

o  readability

o  colour choices

o  spacing

o  accessibility

e)     Each student revises based on feedback.

f)     Upload your revised UI design to google classroom.

Wed. & Fri. Nov. 26 & 28, 2025

Unit4- Lesson 4: Handling Input, Output, and Events in Apps

Big Ideas

·      Apps work by receiving input, processing it, and generating output.

·      Events (like button clicks, text input, or changes) control how apps respond to users.

·      Properly handling user input is essential for creating interactive, functional apps.

·      Output must be clear, accurate, and accessible to the user.

.    Events, input, and output form the foundation of all interactive app behavior. 

1. Guided Coding Activity 1- Greating App

Goal: Users type their name app outputs a personalized greeting.

a)     Designer View

Add:

·   Label “Enter your name:”

·   TextBox txtName

·   Button btnGreet (“Greet Me”)

·   Label lblOutput (empty)

b) Blocks View

Add:

when btnGreet.Click

set lblOutput.Text to join "Hello, " txtName.Text

Add error handling:

if txtName.Text = ""

set lblOutput.Text to "Please enter your name."

else

set lblOutput.Text to join "Hello, " txtName.Text

Test multiple inputs.

2. Guided Coding Activity 2 - Mini Calculator

Goal: Two inputs add them show output.

a) Designer Setup

·   TextBox: txtNum1

·   TextBox: txtNum2

·   Button: btnAdd (“Add”)

·   Label: lblResult

b) Blocks

when btnAdd.Click

if txtNum1.Text = "" or txtNum2.Text = ""

     set lblResult.Text to "Enter two numbers."

else

     set lblResult.Text to (txtNum1.Text + txtNum2.Text)

Then improve it by converting text to numbers:

set lblResult.Text to ( (txtNum1.Text) + (txtNum2.Text) )

Finally, add an input validation improvement:

·   Use is a number? logic

·   Show error message when input is invalid

3. Independent Challenge

Choose one:

·   Make a “Temperature Converter”

·   Make a “Square My Number” tool

·   Make a “Welcome Screen” that loads on Screen.Initialize

Teacher circulates to check:

·   correct input handling

·   clear output

·   correct event wiring

4. Exit Ticket

Choose one event block and explain what it does and when it runs.

Tue. Dec. 2, 2025

Unit 4- Lesson 5: Control Structures in Apps (Loops & Conditionals)

Big Ideas

·      Control structures allow apps to make decisions and repeat actions.

·      Conditionals (if/else) make apps interactive and responsive.

·      Loops automate repetitive tasks, making programs efficient.

·      Logic is essential for building functional, user-centered mobile apps.

·      Good computational thinking supports clear and correct app behavior.

1. Guided Coding1- CheckNumberApp (Conditionals)

·       Designer View Setup

Add:

·   Label lblPrompt (“Enter a number:”)

·   TextBox txtInput

·   Button btnCheck (“Check Number”)

·   Label lblResult (empty)

·   Blocks View

when btnCheck.Click

   if txtInput.Text > 10

    set lblResult.Text to "The number is greater than 10.

else

     set lblResult.Text to "The number is 10 or less."

Checks for:

·   missing comparison operator

·   text input number conversion issues

·   logical errors

Test and fix errors.

2. Guided Coding 2 - ListItemsApp (Loops)

·       Designer Setup

Add

·   Button btnShow (“Show List Items”)

·   Label lblOutput

·   Blocks View

Build the list:

initialize global fruits to make a list

"Apple"

"Banana"

"Mango"

"Strawberry"

Loop:

when btnShow.Click

set lblOutput.Text to ""

for each item in list get global fruits

     set lblOutput.Text to join lblOutput.Text (item + "\n")

All fruits will appear on separate lines.

3. Independent Challenge

Choose ONE:

·   Add a conditional: If fruit name > 5 letters mark it with a star.

·   Modify the loop to show only even numbers.

·   Add a nested conditional inside a loop.

4. Exit Ticket

Explain in your own words how conditionals and loops make apps smarter.

Wed. & Fri.  Dec. 3 & 5, 2025

Unit 4- Lesson 6: Review Exercise Apps (Event Handling, Logic, Variables, Lists, Input/Output, Loops, and UI Design)

Big Ideas

·      Apps are built through the interaction of input, processing, and output.

·      Event handling allows apps to respond to user actions.

·      Variables and lists store and manage data inside apps.

·      Conditionals allow apps to make decisions.

·      Loops repeat actions efficiently and process data.

·      Clear interface design improves usability and accessibility.

·      Strong logic and debugging skills are essential for building reliable apps.

Do ALL 10 Exercise Apps