7.6. Clicker App with CloudDB optional

In this lesson, students create a clicker app to respond thumbs up or thumbs down to a question. CloudDB is used to keep track of the responses.

CSP Framework
Big Idea 2: Data (DAT)
Enduring Understanding DAT-2: Programs can be used to process data, which allows users to discover information and create new knowledge.
Learning Objective DAT-2.D: Extract information from data using a program.
Skill 2.B DAT-2.D.1 Essential Knowledge DAT-2.D.1: Programs can be used to process data to acquire information.
Big Idea 3: Algorithms and Programming (AAP)
Enduring Understanding AAP-1: To find specific solutions to generalizable problems, programmers represent and organize data in multiple ways.
Learning Objective AAP-1.D.a: For data abstraction: a. Develop data abstraction using lists to store multiple elements. Learning Objective AAP-1.D.b: For data abstraction: b. Explain how the use of data abstraction manages complexity in program code.
Skill 3.B AAP-1.D.1 AAP-1.D.2 Essential Knowledge AAP-1.D.1: Data abstraction provides a separation between the abstract properties of a data type and the concrete details of its representation. Essential Knowledge AAP-1.D.2: Data abstractions manage complexity in programs by giving a collection of data a name without referencing the specific details of the representation.

Professional Development

The Student Lesson: Complete the activities for Mobile CSP Unit 7: Lesson 7.6 Clicker App with CloudDB.

Materials

• Presentation system (LCD projector/Interactive whiteboard)
• Access to computer, laptop, or Chromebook (install the Companion app on Chromebooks)
• Access to mobile device with the Companion app installed or access to the emulator installed on the computer or laptop.
• Database Fundamentals Video
• Clicker App with CloudDB Tutorial (video or text version)

7.6.1. Learning Activities

Estimated Length: 90 minutes

• Hook/Motivation (5 minutes): Show the preview video on the student side and explain what clickers or classroom response systems are. A lot of colleges use clickers in large classes to ensure all students participate.
• Experiences and Exploration (70 minutes):
  • Presentation - Data Persistence Components in AI (10 minutes): Show the video to present background information on the different App Inventor components for data persistence.
  • Tutorial Steps 1-3 Lead students through tutorial or have students follow the text version or videos of the tutorials.
• Rethink, Reflect, and Revise (15 minutes): Review the exercises at the end of the lesson together. If time, have students complete the self-check questions and their portfolio reflections.

AP Classroom

The College Board's AP Classroom provides a question bank and Topic Questions. You may create a formative assessment quiz in AP Classroom, assign the quiz (a set of questions), and then review the results in class to identify and address any student misunderstandings. The following are suggested topic questions that you could assign once students have completed this lesson.

Suggested Topic Questions:

Assessment Opportunities and Solutions

Solutions Note: Solutions are only available to verified educators who have joined the Teaching Mobile CSP Google group/forum in Unit 1.

• Clicker Student App .aia file
• Clicker App Enhancement Solutions
• Clicker Teacher App enhancement .aia file
• Quizly Solutions
• Portfolio Reflection Questions Solutions

Assessment Opportunities

You can examine students’ work on the interactive exercise and their reflection portfolio entries to assess their progress on the following learning objectives. If students are able to do what is listed there, they are ready to move on to the next lesson.

• Interactive Exercises:
• Portfolio Reflections:
  LO X.X.X - Students should be able to ...
• In the XXX App, look for:

Differentiation: More Practice

If students are struggling with lesson concepts, have them review the following resources:

• Remind students of how TinyDB works and then compare/contrast how the two differ. A table or drawing that the student creates might help.
• Chapter 22: Working with Databases has in-depth information on using databases components (TinyDB, TinWebDB) and other examples of using them

Background Knowledge: CloudDB

This information from App Inventor describes more about the CloudDB component.

Chapter 22: Working with Databases has in-depth information on using databases components (TinyDB, TinyWebDB)

Teaching Tips: Synchronous vs Asynchronous

Other examples of synchronous vs. asynchronous:

• Shopping at a store (synchronous) vs. shopping online (asynchronous)
• Talking on the phone (synchronous) vs. texting (asynchronous)
• Paying by cash (synchronous) vs. using a credit card where you will really pay the bill later (asynchronous)

7.6.2. Professional Development Reflection

Discuss the following questions with other teachers in your professional development program.

• This app focuses on the use of CloudDB. What are the key differences between CloudDB and TinyDB? What other analogies would help students understand synchronous vs asynchronous requests?

I am confident I can teach this lesson to my students.
• 1. Strongly Agree
• 2. Agree
• 3. Neutral
• 4. Disagree
• 5. Strongly Disagree