Lesson Title –Turtle Graphics & Java programming Course – Intro Prog 1
Grade Level – 9-12
Author - Jay Moore
School - Grandview Length of Lesson -200 min (3 Blocks)
CTE Academic Integration Lesson Planner
What do I want students to learn?
Standards and Benchmarks
Standards and Benchmarks
NBEA Standards…or MarkEd Standards…
or … ITEA Standards
ACT College Readiness Standards
ITEA Standards:
 Students will develop the abilities to
apply the design process.
 Students will develop an understanding
of the attributes of design.
ACT Readiness Standards
 Exhibit knowledge of basic angle
properties and special sums of angle
measures / Math 20 - 23
 Solve some routine two-step arithmetic
problems / Math 16 - 19
Students will:
Students will:
•Know: (Content and Vocabulary)
•Do: (Skills, Strategies, Processes and Literacy)




Students will know basic terms of polygons.
Students will know interior angle sum formula.
Students will know basic Java class and method
design and layout.



Students will be able to create methods with or
without methods and add them to a class.
Students will be able to calculate the sum of the
degrees of a polygon, interior angles of regular
polygons, and exterior angles of polgons.
Students will be able to call a method with and
without parameters.
Students will be able to design and implement the
steps necessary to write a Java method that makes
the Turtle draw polygons & other shapes
Enduring Understandings (Big Ideas)
For example… principles, themes, generalizations or macro-concepts
What is good programming?
Essential Questions
Guiding, driving questions which lead to enduring understandings
What are the essential parts of a program?
How are the essential parts different for different languages?
How am I going to assess student learning?
Assessments: Formative assessments and/or Summative assessments
Worksheets -- Turtle Question and program -Turtle Graphics - Jay Moore attached on COLE.
Lesson Title –Turtle Graphics & Java programming Course – Intro Prog 1
Grade Level – 9-12
Author - Jay Moore
School - Grandview Length of Lesson -200 min (3 Blocks)
Instructional Plan
Prerequisite Skills: Preparation
What prior knowledge, skills and understanding do the students need? How will you assess their background
knowledge and readiness?
Students should have prior knowledge of evaluating expressions with parenthesis and multiple operations.
Warm Up:
Evaluate each expression using the given value for the variable.
1. 3 ( x - 2 ) when x = 5
3( 5 - 2) = 3 ( 3 ) = 9
2. ( x - 25 ) / 3 when x = 40
( 40 - 25 ) / 3 = 15 / 3 = 5
3. 4 ( x - 6 ) + 3x when x = -1
4( -1 - 6) + 3 ( -1 ) = 4 ( -7 ) + -3 = -28 + -3 = -31
Instruction and Activities:
What procedure (sequence), teaching strategies, and student activities are used in this lesson? State the
student roles, teacher roles, and grouping for this lesson.
Students will work individually as well as in groups of two depending on the activity or assessment.
Materials needed includes:
Dr Java – a free editor
Pre-written classes in the book classes folder
Java is introduced using Dr Java, a simple editor and interaction space. The files pane, definitions pane, and interactions
pane are introduced.
The history of programming with Turtles from the late 1960’s is introduced. Students open up the Turtle.java and
World.java classes in Dr Java. The idea of a class being an instruction book for a group of objects is discussed.
Java classes are discussed along with constructors and methods. Students look at the Turtle and World classes. Students
are then instructed to create an object of the World class.
World myWorld = new World( );
The idea of compiling a program and execution is discussed. Students are then shown how to create a Turtle object—
including parameters.
Turtle bob = new Turtle( myWorld );
Students are asked to describe what they notice about the turtle that “lands” on the World object. Creating a Turtle object
with a specific location is then modeled.
Turtle jane = new Turtle( 50, 100, myWorld );
Now that we have a Turtle object we can use its instructions (methods) to make it move. The following code is modeled:
bob.forward( 50 );
jane.forward( 25 );
Students are asked to move both the robots forward 10 more pixels.
What are the steps to make a robot draw a square?
The class walks through the steps and pseudo-code is written. They are then asked to make the Turtles draw a square with
length of 50 pixels. (The Turtle starts in the bottom right corner of the square)
bob.forward( 50 );
bob.turnLeft( );
bob.forward( 50 );
bob.turnLeft( );
bob.forward( 50 );
bob.turnLeft( );
bob.forward( 50 );
bob.turnLeft( );
Students are led through creating the drawSquare code as a method in the Turtle class and calling the method in the main
method. Discussion of implicit parameters and why the “bob.” is dropped off is necessary.
Lesson Title –Turtle Graphics & Java programming Course – Intro Prog 1
Grade Level – 9-12
Author - Jay Moore
School - Grandview Length of Lesson -200 min (3 Blocks)
public void drawSquare( )
{
forward( 50 );
turnLeft( );
forward( 50 );
turnLeft( );
forward( 50 );
turnLeft( );
forward( 50 );
turnLeft( );
}
… in the main method  bob.drawSquare( );
Students are then led through creating the drawSquare code with a parameter for the side length and calling the method
from the main method.
public void drawSquare( int sideLength )
{
forward( sideLength );
turnLeft( );
forward( sideLength );
turnLeft( );
forward(sideLength );
turnLeft( );
forward(sideLength );
turnLeft( );
}
… in the main method  bob.drawSquare( 200 );
Students are asked how to draw an equilateral triangle. Steps are again written in pseudo-code. Students are then asked to
write the method and add it to their Turtle class.
Next, students are asked how to draw a hexagon. The pattern of steps from the previous examples is noted as well as the
differences. Turn angles are discussed and the angle measure is calculated using the sum of the angles reviewed in the
warm up. The formula ((n-2)*180) / n is explained. Students are then asked to find the angle measures for the angles of a
regular pentagon and regular octagon.
Students are then instructed to look at the Turtle Questions and Programs sheet. The questions are discussed as a class. The
students are then asked to begin work on the programs. Each of them should be added to the Turtle class as was done for
the square and equilateral triangle methods. A reminder that the Turtle should begin and end at the right corner of the shape
with the “base” side horizontal. (Like they appear on the sheet) Also, the Turtle should finish facing the starting direction
(if base is horizontal, as required, a turnRight( ) call takes care of this).
Teacher will work with students individually as they work through the problems. Class discussion may be necessary for the
drawShape ( ) method to help students generalize the steps they have done through the specific shape code.
More information will come from the attachment Alice & Java – Turtle Graphics - Jay Moore attached on COLE.
Book Class folder with pre-written classes will be attached on COLE.
Solutions are in the attached Tutle.java class… BookClassSolutions – Turtle Graphics – Jay Moore
Lesson Title –Turtle Graphics & Java programming Course – Intro Prog 1
Grade Level – 9-12
Author - Jay Moore
School - Grandview Length of Lesson -200 min (3 Blocks)
Academic Integration
What core academic topics are integrated? What terminology is common? What terminology is different?
Include specific examples to be used to introduce, teach, or review the topics.
Core academic topics integrated:
Polygon terminology
Polygon interior angle sum
Terminology:
Math terminology includes:
Polygon
Equilateral
Regular
Square
Rectangle
Quadrilateral
Pentagon
Hexagon
Octogon
Supplementary angles
Exterior angles (for Polygon)
Java terminology includes:
Classes
Methods
IDE - Interactive Development Environment
parameters
variables
assignment operator
integer
String
Specific Examples:
Find the sum of the interior angles of each polygon
Square:
2 triangles * each 180°
= ( 2 ) * 180
= 360° interior angle sum
In a regular quadrilateral,
all angles are equal so
each angle is 360 / 4 = 90°
α
Lesson Title –Turtle Graphics & Java programming Course – Intro Prog 1
Grade Level – 9-12
12 -200 min (3 Blocks)
Author - Jay Moore
School - Grandview Length of Lesson
Pentagon:
3triangles * each 180°
= ( 3 ) * 180
= 540°
In a regular pentagon, all
angles are equal so each
angle is 540 / 5 = 108°
Hexagon
4 triangles * each 180°
= ( 4 ) * 180
= 720°
In a regular quadrilateral,
all angles are equal so each
angle is 720 / 6 = 120°
Discuss pattern of the number of triangles being 2 less than the number of sides and develop into the
generalization:
interior angle sum = ( number of sides – 2 ) * 180°
interior angle sum = ( n – 2 ) * 180
Since all the angles are equal,
each angle = ( ( n – 2 ) * 180 ) / n
Find the exterior angle for each polygon
1
1
The interior and exterior angle form a
straight angle. So the sum of the two angles
is 180° (they are supplementary). Since the
interior angle of an equilateral triangle is
60°, the exterior angle ( 1 ) must be
180 – 60 = 120°.
Since the interior angle of a regular
pentagon is 108°, the exterior angle ( 1 )
must be
180 – 108 = 72°.
Generalizing, and substituting in the above equation for each interior angle, the exterior angle for any regular
polygon can be found by:
exterior angle = 180 – ( ( n – 2 ) * 180 ) / n
It can be shown by example that the sum of all the exterior angles, continuing around the polygon, will always
be 360°.
Lesson Title –Turtle Graphics & Java programming Course – Intro Prog 1
Grade Level – 9-12
Author - Jay Moore
School - Grandview Length of Lesson -200 min (3 Blocks)
Specific ACT Readiness Examples:
(from The Real ACT Prep Guide)
The length L, in meters, of a spring is given by the equation L = (2/3)F + 0.03, where F is the applied force in
newtons. What force, in newtons, must be applied for the spring's length to be 0.18 meters?
A. 0.13
B. 0.15
C. 0.225
D. 0.255
E. 0.27
In the figure below, ABCD is a trapezoid, E lies on line AD, and angle measures are as marked What is the
measure of angle BDC?
B
C
30°
?
105°
60°
A
A.
D
15°
B. 25°
E
C. 30°
D. 35°
E. 45°
In the figure below, points A, C, E, and G are collinear; B, C, and D are collinear; and D, E, and F are
collinear. Angle measured are as marked. What is the measure of angle EFG?
F
?°
B
140°
45°
C
A
100°
80°
E
G
D
A. 40°
B. 45°
C. 60°
D. 80°
E. Cannot be determined with given information
Resources
What materials and resources are needed for this lesson? Describe the learning environment where this lesson
will take place.
Math teacher to help with example problems and resources for math content.
Materials Needed:
Computer Lab
Dr. Java IDE
Pre-written Classes in the BookClasses folder.
Learning Environment:
The classroom is a computer lab. Students will be working at the computers individually.
Specific Teacher Web Resources:
Lesson Title –Turtle Graphics & Java programming Course – Intro Prog 1
Grade Level – 9-12
Author - Jay Moore
School - Grandview Length of Lesson -200 min (3 Blocks)