The Land of Turtles (MinecraftEdu 1.6.4 and CCEdu 1.631pr9)
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This world is no longer supported, but it has been remade. Please check out Turtle Island on the World Library.
This is a world designed to teach students the basics of programming using Beginner's Turtles in ComputerCraftEdu. It is designed to supplement an elementary or middle school programming/coding unit. A class could easily spend over 10 class periods in this world.
There are currently 6 main areas in version 6:
- 1. Turtle Training Musem (spawn point, interact with NPCs and watch pre-programmed turtles)
- 2. Intro to Turtles (customize your own turtle and learn how to program it)
- 3. Faultline Island (collect resources in a natural Minecraft environment and use them to escape... or do anything else!)
- 4. SkyTurtle Island (bridge/stair building, ladder building, tunneling, loops)
- 5. Bridge Programming (collaborative team challenge using loops and item slots)
- 6. Pixel Art Coding ("vanilla" programming activity, recently imported, not thoroughly tested)
This world was designed to be played with the following MinecraftEdu settings:
- *MinecraftEdu Mode
- *Build privileges off
- *Student surfacing off
- *Student spawning off
- Weather/fire/mobs off
Version 6.1 (July 15, 2014) - Fixed a bug in the code for the ColorScanner program. Thanks Alex!
Disclaimer: The following is a list of the standards to which I feel this world applies. However, the Land of Turtles is simply a tool, not a curriculum. It is up to each teacher to direct the learning of their students.
CSTA K-12 Computer Science Standards
CT.L2-01 Use the basic steps in algorithmic problem-solving to design solutions (e.g., problem statement and exploration, examination of sample instances, design, implementing a solution, testing, evaluation).
CT.L2-03 Define an algorithm as a sequence of instructions that can be processed by a computer.
CT.L2-04 Evaluate ways that different algorithms may be used to solve the same problem.
CT.L2-06 Describe and analyze a sequence of instructions being followed (e.g., describe a character’s behavior in a video game as driven by rules and algorithms)
CT.L2-07 Represent data in a variety of ways including text, sounds, pictures, and numbers.
CT.L2-12 Use abstraction to decompose a problem into sub problems.
CT.L3A-01 Use predefined functions and parameters, classes and methods to divide a complex problem into simpler parts.
CT.L3A-02 Describe a software development process used to solve software problems (e.g., design, coding, testing, verification).
CT.L3A-03 Explain how sequence, selection, iteration, and recursion are building blocks of algorithms.
CT.L3A-09 Discuss the value of abstraction to manage problem complexity.
CT.L3A-11 Describe how computation shares features with art and music by translating human intention into an artifact.
CT.L3B-04 Evaluate algorithms by their efficiency, correctness, and clarity.
Collaboration (Especially relevant in the Bridge Programming activity)
CL.L2-03 Collaborate with peers, experts, and others using collaborative practices such as pair programming, working in project teams, and participating in group active learning activities.
CL.L3A-01 Work in a team to design and develop a software artifact.
CL.L3A-03 Describe how computing enhances traditional forms and enables new forms of experience, expression, communication, and collaboration.
CL.L3A-04 Identify how collaboration influences the design and development of software products.
CL.L3B-03 Evaluate programs written by others for readability and usability.
Computing Practice and Programming
CPP.L2-04 Demonstrate an understanding of algorithms and their practical application.
CPP.L2-05 Implement problem solutions using a programming language, including: looping behavior, conditional statements, logic, expressions, variables, and functions.
CPP.L2-08 Demonstrate dispositions amenable to open-ended problem solving and programming (e.g., comfort with complexity, persistence, brainstorming, adaptability, patience, propensity to tinker, creativity, accepting challenge).
Computer and Communication Devices
CD.L2-01 Recognize that computers are devices that execute programs.
CD.L2-03 Demonstrate an understanding of the relationship between hardware and software.
CD.L2-04 Use developmentally appropriate, accurate terminology when communicating about technology.
CD.L2-07 Describe what distinguishes humans from machines, focusing on human intelligence versus machine intelligence and ways we can communicate.
CD.L2-08 Describe ways in which computers use models of intelligent behavior (e.g., robot motion, speech and language understanding, and computer vision).
CD.L3A-10 Describe the major applications of artificial intelligence and robotics.
CD.L3B-05 Explain the notion of intelligent behavior through computer modeling and robotics.
Common Core Standards for Mathematical Practice
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
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