TITLE:     INTRODUCTION TO INTERMEDIATE LEVEL LOGO

AUTHOR:    Merci R. Montoya; Carlsbad Municipal Schools, New Mexico

GRADE LEVEL/SUBJECT:  MIDDLE AND JUNIOR HIGH SCHOOL LEVEL STUDENTS

PURPOSE: TO ENHANCE, FOSTER HIGHER-LEVEL THINKING SKILLS
     Students who have already gained some familiarity with the concept
and usage of Logo as a computer language are now able to extend their
skills beyond the initial exploratory stage.  In so doing, students gain the
ability to do the following:
     :organize their ideas (using outlining and/or flow-charting)
     :gain skills necessary to review/edit/change their work
     :increase their working knowledge of the Logo computer language
     :become more familiar with the computer as tool
     :become more familiar with the concept of files and their organization

OBJECTIVES:  Write a program to draw a 3-dimensional frame house
     1.   Sketch the house on plain paper
     2.   Transfer the sketch to graph paper
     3.   Outline the steps necessary to draw the house on the computer
     4.   Revise the outline to include specific details for the program
     5.   Use each of the topics (in  the outline) as procedures
     6.   Convert each topic into specific Logo commands
     7.   Write the Super-Procedure which controls the sub-procedures
     8.   Try the program
     9.   Revise the program to correct syntax or procedural errors
    10.   Save the program on disk as a file
    11.   Revise the final program to become an 'Auto-Start' program...
           whereby the user can specify the filename and the house will
           be draw automatically.

RESOURCES/MATERIALS:
     1.   Plain paper
     2.   Graph paper
     3.   Pencil, eraser, ruler, protractor and compass
     4.   Logo language
     5.   Any Apple II series computer, IBM compatible, Commodore 64
          or MacIntosh
     6.   Diskette for saving program

ACTIVITIES AND PROCEDURES:
     1.   Introduce the project
          a.   Demonstrate previous projects using projected image on
               the overhead (if overhead monitor not available, set up
               a demo self-running program on each computer the students
               will have access to)
          b.   Hand each student hand-outs explaining the project
               1.   What the program should do
               2.   Steps in writing, editing and trying the program
          c.   Explain the tools necessary
     2.   Work on the project
          a.   Allow time for students to work on the project
               * actual time is flexible based on
               1.   length per session
               2.   number of possible sessions
     3.   Function as a moderator during the project
          a.   assist with ideas
          b.   make observations
          c.   point out possible solutions when student appear stuck