This lesson gives students time to familiarize themselves with the process of making event-driven programs before we move on to deeper content. They will design and create a program on a topic of their choosing. There are some constraints on the project to help guide students in their thinking. Students are also encouraged to do independent work, but alongside a "coding buddy" or "thought partner" to be a help along the way.

Note: This activity is not intended to be a Practice PT but could be used similarly. The aim is to give students an opportunity to get comfortable with the Quorum Game Engine and the structure of event-driven programming in a creative way. Another goal is to intentionally build an environment of informal collaboration, even when doing individual work.


Students will be able to:


This lesson is not heavy on new CS content. It is primarily a time to reinforce programming skills while prototyping a simple event-driven program. The lesson does, however, fall at the intersection of the Big Ideas of Creativity and Programming. The fact that students will share ideas before programming their projects and will provide feedback using a peer rubric also mirrors some of the practices of collaboration that students can employ on the Create Performance Task.

As for the project itself, it probably bears the closest resemblance to creating a "computational artifact" as outlined in the Explore Performance Task -- Creating something to communicate an idea not-textually.


Getting Started

Today students will get a chance to make a program of their own design that uses objects and lets them practice using event handlers by programming some simple user interactions. We want to have students spend most of their time working on it, so let's get to it.


In the last two lessons students looked at the Quorum Game Engine and Event-Driven Programming. This lesson is all about students getting a chance to use those new skills to make their own event-driven program. Encourage students to use their creativity and personal interests to make their program unique. Here are some steps to get students started:

Quick Recap

Before having students embark on making their own program from scratch, recap these few important things:

Student Instructions

As you are about to embark on your first solo project we thought it would be a good time to give you some tips.

  1. Have a "coding buddy" and/or "thought partner": working on your own doesn't mean working by yourself. It's very useful to have someone nearby who you can use as a "thought partner." Many professionals work at the same table or desk, even if they are working on completely different projects, because of the benefits of having someone nearby. There is a lot to remember and a lot to try to keep straight, so it's helpful to have someone nearby who can provide another perspective. Here are a few things that "Thought Partners" might do:
    • Bounce ideas off each other
    • Share insights or discoveries they've made through their own programming
    • Answer each other's questions in the moment
    • Help double-check code and provide a second pair of eyes for debugging
  2. Persistence Pays off: When you are learning to program you will inevitably run into problems. Like anything else, over time you stop making the same mistakes you made as a novice. Remember:
    • Programs rarely work correctly the first time.
    • The whole point is to build something up in small increments.
    • You can't break anything. Add code, try it out. Doesn't work? Get rid of it and try something else.
    • Add. Run. Test. Debug.

You will be creating your own program which will give you practice designing user interfaces and writing event-driven programs. Complete the Planning Sheets and Peer Review before beginning to write your code. We have provided the Quorum Game Engine template and a list of Audio files that you can Load to your Audio objects to help you get started on programming your project.

Available Audio Files:

Create your own Event-Driven Program

Wrap Up

Incorporate peer feedback

Give students a chance to respond to the feedback they receive on their program. They should pick at least one piece of feedback to implement in their program. This could be done outside of class, if desired.


Rubric: Use the provided rubric (in the Activity Guide) or one of your own creation, to assess students' submissions.

Extended Assessment: If you want to make the project more like a practice performance task you could have students write responses to applicable reflection prompts from the real Performance tasks.

You might modify these slightly for this context, but useful prompts are:

Computer Science Principles Curriculum