Learning To Code - Code.Org Accelerated Course MP2

Students will be introduced to the Code.Org K-12 Curriculum online. Students will use creativity, collaboration, communication, problem-solving and persistence to complete basic levels of BLOCKLEY-STYLE Programming. Students who complete the initial program will understand how to code in JavaScript!

Step by Step Instructions

Step 1: Technology Journal Entry: "Why Learn To Code?" Go To Technology Journal and answer the question: "Why should you learn to read and write computer code?" by Hadi Partovi (Co-Founder of Code.Org).

You must write at least 4-5 sentences about why you should learn to code, and what you could use this skill for in your future career.

Step 2: Why Is Learning To Code Important? (Click Here For Video) by Ali Partovi (Co-Founder of Code.Org)

Step 3: Sign Up For CODE.ORG and Join Our Class Online!
  • SIGN INTO YOUR GOOGLE GMAIL ACCOUNT
  • GO TO CODE.ORG AND CLICK "SIGN IN WITH GOOGLE+"
  • GO TO CODE.ORG/JOIN AND USE CLASS CODE (See Mr. S)
Step 4: Work Independently On Your Individual Code.Org Program

Do Not Race Ahead! If you complete Hour Of Code, you may sign up for PlayLab, Frozen, or another tutorial on your Code.Org Code Studio site.

VIDEO: HOW DOES THE INTERNET WORK?

Each participant will be able to… (Excerpt From Code.Org Curriculum Site)

Participants will learn computer science skills such as critical thinking, logic, persistence and creativity in problem-solving by completing levels on Code.Org.

The course design and the instructor methods to accomplish this objective are…

Computer science and computational thinking skills will be addressed through hands-on "unplugged" and online activities, including computer programming and coding. Skills of a computer scientist through the computational thinking practices of creativity, collaboration, communication, persistence and problem solving will be emphasized. Computer science themes of algorithms, data, abstraction, computing practice and programming, computers and communication devices, and community, global and ethical impacts.

Participants will demonstrate they know and understand this objective by…

Participants will take part in "Unplugged" activities, reviewing vocabulary, and completing assessment levels online. Participants will receive feedback on their performance, as well as resources for improvement. Students will use Peer Mentoring whenever possible to help each other prior to asking for direct assistance from the teacher. 

ACADEMIC/LEARNING OBJECTIVE
Students will learn basic computer programming using Code.Org online. Students will understand the basic vocabulary used in programming. Students will also be able to explain why it is important for everyone to learn to code and how it can provide equity in our society.

STUDENTS WILL ENTER THE CLASS QUIETLY AND BEGIN WORKING! 
Students will start by completing a Google Classroom Question:

Why Should Students Learn To Read And Write Computer Code?
Students will watch a short video and participate in a discussion about future careers and equity. Students will then play a game to introduce basic vocabulary and terms. Students will sign up for accounts on Code. Org and begin working through the program online. 

THANK YOU FOR YOUR ATTENTION AND POSITIVE ATTITUDE TODAY!
Standards Covered In This Class 
PA 3.7.7 & 11 Section C / ISTE 2011
CSTA Tied With Common Core ELA/Math rev. 2011

Written November 27, 2017 by andre

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Create your own Google logo Google - Hour of Code Preview Assignment

Hour of code in your classroom. The Hour of Code is a global movement by Computer Science Education Week and Code.org reaching tens of millions of students in 180+ countries through a one-hourintroduction to computer science and computer programming.



Code.org® is a non-profit dedicated to expanding access to computer science and increasing participation by women and underrepresented minorities. Our vision is that every student in every school should have the opportunity to learn computer science, just like biology, chemistry or algebra. Code.org organizes the annual Hour of Code campaign which has engaged 10% of all students in the world and provides the leading curriculum for K-12 computer science in the largest school districts in the United States. Code.org is supported by generous donors including Microsoft, Facebook, the Infosys Foundation, Google, Omidyar Network, and many more.



What is a Google Doodle?  https://www.google.com/doodles

A Google Doodle is a special, temporary alteration of the logo on Google's homepage that is intended to celebrate holidays, events, achievements and people. The first Google Doodle was in honor of the Burning Man Festival of 1998,[1][2] and was designed by Larry Page and Sergey Brin to notify users of their absence in case the servers crashed. Subsequent Google Doodles were designed by an outside contractor, until Page and Brin asked public relations officer Dennis Hwang to design a logo for Bastille Day in 2000. From that point onward, Doodles have been organized and published by a team of employees termed "Doodlers".[3]



Initially, Doodles were neither animated nor hyperlinked—they were simply images with hovertext describing the subject or expressing a holiday greeting. Doodles increased in both frequency and complexity by the beginning of the 2010s, and in January 2010 the first animated Doodle was posted honoring Sir Isaac Newton.[4] The first interactive Doodle appeared shortly thereafter celebrating Pac-Man,[5] and hyperlinks also began to be added to Doodles, usually linking to a search results page for the subject of the Doodle. By 2014, Google had published over 2,000 regional and international Doodles throughout its homepages,[6] often featuring guest artists, musicians and personalities.[7]

- EXCERPT TAKEN DIRECTLY FROM WIKIPEDIA AT https://en.wikipedia.org/wiki/Google_Doodle

Use your creativity and imagination to bring the Google logo to life using code. Make the letters dance, tell a story or create a game. With Scratch and CS First, anyone can become a designer and programmer for the day!  Use the link below to start making your own Google Doodle.  Email the ACTIVE Link to your Google Doodle (when it is complete) for credit to Mr. S (hscribner@ccs.us)


Your Google Doodle must incorporate at least two (2) changes from the choices listed below the main video explanation of the project!  Good Luck!

- Mr. S

Written November 21, 2017 by andre

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Historical Figure Facebook Project - Assembly Day 17-18 S1 (Research & Synthesize Information)

Today we will be using the research you have done since last week, and the pictures you found online to ASSEMBLE our Historical Figure Facebook Pages. Please follow along in class as we "drag and size" pictures into our project. You will also be re-typing (or copy/paste) information into the various places on the document.

YOU MUST MAKE A COPY OF THE DOCUMENT THAT IS AT THE LINK BELOW.
RENAME YOUR DOCUMENT "HFFP (Person's Name) (Your Last Name) P?"
Example: HFFP JFKennedy Scribner P1




You must SHARE the Google SLIDE (Presentation) with Mr. S (hscribner@ccs.us)

Open the location of your Pictures and Start by Formatting and Inserting the Pictures today. Make sure to scale the pictures to the spaces appropriately, and make sure that they are appropriate. Imagine you are the Famous Person and that you are placing the pictures they might have taken throughout their life. Family, homes, friends, and events should all be there. Make sure that the pictures of Friends/Enemies are correctly formatted and placed in the proper size, style and format. TRY NOT TO ALTER THE BOX SIZES so the project will stay neat and orderly. 

Please read the following details for each page so you understand what I am looking for:

Main Page (Page 1)
1. Profile Picture should be the same for both pages of the project

2. Person's Name - Your Name should be same on all pages.

3. SIGNIFICANT HISTORICAL EVENT: You must base this page and all contents on a specific event from history. This event will give you a base time and date for making decisions about critical information.

3a. POSTS: All conversations / posts should have some historical significance. There should be a logical order to the posts and all information listed. You will have to "make up" some of the information based on your research. All of your "made up" information should have historical context and be as accurate as you can get from your research.

4. Basic Information should be as exact as possible. Please try to maintain the Facebook Effect if you do not have specific information. What would your best guess be. Make sure you can back up anything you put on the page with some historical fact or reasoning.

5. Friends / Enemies can be anyone from the same period of time in history. Anyone who lived during the same time could be a friend or comment on your Historical Figure's wall.

6. Make sure that the Historical Event information is copied on all pages where applicable.

Information Page (Page 2)

1. All Basic Information should be the same as the column on the left.

2. NETWORKS (GROUPS): You should create / make up historical groups that your Historical Figure might have been a part of. Some should be from the historical record if possible (College Alumni, Political Parties, other groups), but others can be created in context (George Washington might have been interested in the Virginia Farmers Guild). Be creative and have fun! Just be able to back up your group names with some logical reasoning.

3. Photo Album Preview: Use two pictures here that would represent picture albums associated with your Historical Figure. Try to think of albums that would exist for your person. Family, Friends, Places Visited, Etc.

4. PERSONAL INFORMATION: Based on your research, what was their address on the day of the Historical Event you based the page on.  You may use period items if they have something listed in the historical record, or you may INFER what your person might have liked from today. You may use some latitude for this, but be able to explain your answers.

5. Contact Information should be as accurate as possible and timely. Based on the day of the Historical Event that this page is focused around, what would the address and phone number be? You can make up specifics, but you must use correct area codes for phone numbers and zip codes / cities for addresses.

6. BRIEF DESCRIPTION: This section can be taken directly from an online source.You must add the link to your RESEARCH DOCUMENT A THE BOTTOM!  Make sure you find a description that is complete and as accurate as possible.


ACADEMIC/LEARNING OBJECTIVE 
Students will learn the basic ways to complete internet-based research. Students will collect pictures for use in the online project. Students will focus on a famous historical figure and complete research about that person’s life, and a significant event during that time in history. 

STUDENTS WILL ENTER THE CLASS QUIETLY AND BEGIN WORKING! 

STUDENTS MUST START BY READING ALL DIRECTIONS ON CLASS WEBSITE! Students will use the resources in class to create a Facebook-Style page for a famous historical figure. The page created must center around a specific event from that person’s life, and research must be done to describe the person, event, and other people who would have been involved! Today you will focus on placing the pictures into your project page.  Make sure to open the Google Slides Template and MAKE A COPY.  Be sure to Rename it properly and SHARE it with Mr. S (hscribner@ccs.us) for credit.

Written November 14, 2017 by andre

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SPENT: A NEXTGEN Personal Finance Simulation Project (Middle School) CCS

If you do not finish all assigned tasks before the end of the class, you must complete them on your own time.  If you are finished early you may work on your Historical Figure Facebook Project Research Page.  If that is complete, you may work on makewav.es, khan academy, typing.com (lessons only), or work for another class.

The Inquiry below is intended to help introduce students to the decisions people have to make everyday when they are living paycheck to paycheck. The Supplemental Resources are provided only to support the Inquiry, but the Inquiry is a comprehensive lesson on its own.

In this Inquiry, students will use a simulator to roleplay an adult trying to make ends meet when they don’t have a surplus of finances. In the process, students will learn about how their decisions impact the people around them and their ability to pay for the necessities each month as well as the pressures and decisions that many people face in this situation. Through this Inquiry, they will learn to use wise spending and saving habits, empathize with those dealing with the living wage, and assess the options people have when they are having financial difficulties.

Make Sure You Click On The ROLEPLAY Inquiry Simulation Link Below, Click FILE and MAKE A COPY, and SHARE it with Mr. Scribner (hscribner@ccs.us) for credit!

Learning Objectives:
  • Students will experience the circumstances of budgeting on the living wage.
  • Students will reflect on the impact of the decisions they made in order to learn from them for the future.
  • Students will explore the difficulties of living paycheck to paycheck and learn from the options they face as well as mistakes they make.
  • Students SHOULD Play the Game a SECOND Time after recording their answers to more fully understand some of the alternate choices in the simulation.

ACTIVITY:
Complete The Google Document Worksheet As You Complete The Online Simulation. Please Answer All Questions In COMPLETE SENTENCES! Try to use the R.A.C.E Response Method (Repeat the question, Answer the question, Cite your evidence/examples, Explain your evidence/examples) Make sure you SHARE the Google Document with Mr. Scribner (hscribner@ccs.us) for credit.

Standards:

Alignment to Anchor Standards for Reading:
CCSS.ELA-LITERACY.CCRA.R.1
Read closely to determine what the text says explicitly and to make logical inferences from it.
CCSS.ELA-LITERACY.CCRA.R.7
Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words..

Alignment to Jump$tart Spending and Saving Standards:
1b: Analyze how spending and saving behavior can affect overall well-being.
1c: Discuss the components of a personal spending plan, including income, planned saving, and expenses.  
Alignment to Jump$tart Risk Management and Insurance Standards:
1b: Predict the consequences of accepting risk with insufficient or no insurance.
1c: Illustrate how to use insurance to share the risk of financial loss.
Supplemental Resources:
*Note: These supplemental resources are a work in progress and will be finalized soon!

Video: Just In Case
This video from Cha-Ching is a fun way for students to explore why they should think about having an emergency fund or getting insurance in case issues they can’t plan for arise!
Suggested Follow Up Questions: 1) What are some examples of reasons you might need an emergency fund or insurance from the video? 2) Why do you think people say “plan for the worst” based on what you learned from the video?

Interactive: PlayInsure
This game allows students to learn about Auto Insurance and Homeowner's Insurance by letting them roleplay as an insured party  that encounters many different scenarios. This allows students to see the different plan options, why insurance costs a certain amount, and when it is useful. Since the game is created by the Texas Department of Insurance, it focuses on that state, but it is a great learning tool for students regardless of location.
  • Teacher Tip: Both the Auto Insurance and Homeowner’s Insurance games are very long (30 days) so they are quite repetitive. You might want to tell the students to play for something like 10-15 days!

Video: Payday Loan Advertisement
This Payday loan advertisement tries to sell people payday loans. In the process, it outlines why payday loans exist and why someone living paycheck to paycheck might feel the need to use one. Students might not understand what the big issue with payday loans is given the tone of the video, so discussion afterwards will help them understand.
Suggested Follow Up Questions: 1) How are payday loans different from borrowing money for something like college or a house? 2) Why might someone be searching for a loan like this? 3) What are the 2 qualifications needed to get a payday loan? Why do you think the companies don’t require more info from the borrower? 4) What do you think are the downsides of taking out a payday loan?

Comprehension Questions: Spent Kahoot
This kahoot is a fun way to assess students on their understanding of the terms and concepts they learned in this lesson.
This project taken directly from https://www.ngpf.org/courses/middle-school/

Written November 10, 2017 by andre

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BASIC BANKING: NEXTGEN Personal Finance Simulation Project (Middle School) CCS

If you do not finish all assigned tasks before the end of the class, you must complete them on your own time.  If you are finished early you may work on your Historical Figure Facebook Project Research Page.  If that is complete, you may work on makewav.es, khan academy, typing.com (lessons only), or work for another class.


Please Take This Survey Prior To Starting (Click Link Below)



Bank Accounts – Teens should know how a bank account works and the fees associated; not only the account fees and how they incur (min balance amounts, activity fees, etc.), but also the ATM fees. Young people tend to like to do things online so they can search for a low cost, basic online checking account. And while check writing may someday be obsolete, don’t forget to show them how to write a check and explain how it works. Also, review how debit cards work, how to safeguard all their information, and how too many swipes at the checkout counter can lead to costly and embarrassing overdraft charges.
Please Follow ALL DIRECTIONS on the RolePlay Document located at:

Each student will click the link above and follow ALL DIRECTIONS!  You will be learning, if you have never done it before, how to use an ATM, Write A Check, Deposit A Check, Make A Payment, and Pay Online Bills.  Each activity has a link to a resource or simulation.  You may complete these steps more than once to make sure you understand how to do these simple banking transactions.  

Please click FILE, and MAKE A COPY of this document before beginning.  Make sure you SHARE this document with Mr. Scribner (hscribner@ccs.us) for credit.  Try to use the R.A.C.E. Response Method when answering the questions. (Restate the question, Answer the question, Cite your evidence/examples, Explain your evidence/examples)

Written November 09, 2017 by andre

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Historical Figure Facebook Project 17-18 S1

Today you will begin to build a body of knowledge about a Famous Historical Figure of your choosing. You may not choose anyone that someone else is working on. Please (Click Here) for BIOGRAPHY.com's list from A to Z of famous people.


ALL HISTORICAL FIGURE SELECTIONS ARE SUBJECT TO APPROVAL



You must list at least THREE (3) SOURCES for the research and find pictures of your person as well.
YOUR SOURCES CAN NOT INCLUDE THE FOLLOWING:
WIKIANSWERS, WIKIPEDIA, or directly reference any Search Engine (GOOGLE, YAHOO, etc.)

I suggest you do your basic research at Biography.com, but you must find 3 additional sources of information and list them on your final project. Once your initial research is finished, I will show everyone the Powerpoint Template in class and teach you how to fill it out.  I will be printing your MAIN PAGE and Posting it in the HALLWAY for others to see.


Good Luck!

Mr. S















You will need to copy the following questions into a Google DRIVE Document and SHARE that document with me to get started: 

DOCUMENT TITLE:  HFFP (Figure's Name) (Student Last Name) P(?)

HISTORICAL FIGURE BACKGROUND HISTORY NOTES WORKSHEET

Your Name:
Computer Science Period:
Date You Started The Project:
Why did you pick the person you picked?

Person's Name:
Time Period when they lived:
Place they lived (Best Known For):

Write a brief description of their background including where they were born/grew up, who their parents were, and about the early years of their life (4-5 sentences):

List 5-6 Personality Traits They Are Known For AND Why: (Brave, Courageous, Funny, Angry, etc):

Describe what was significant about their lives (What are they famous for)?

List and explain at least two OBSTACLES they had to deal with during the time they growing up, and two more while they were at the height of their fame:

List at least two IMPORTANT QUOTES from them.  Explain what they mean.  If there are not specific quotes, describe what they might have said if they were to have given a presentation to a crowd during the time they were most famous.

List 4-5 people who would have been their friends during the time they lived:

List at least two people who would have been against them and why:

List a famous event/day that they would have been alive to see or be part of:

Describe the society they were a part of and what it was like to live during that time period:


STEP BY STEP INSTRUCTIONS (COMING SOON)



For your information use during our Research Lesson please use the following link to review the PowerPoint Presentation from class.  Our vocabulary words are below.  

Classroom PowerPoint Presentation on Basic Research (CLICK HERE)
WHY DO WE DO RESEARCH?

Five Main Reasons According To The Presentation

1. CREDIBILITY: Researching your topic and citing your sources helps lend credibility to your paper. It demonstrates that you sought out similar information from experts in the field, which makes what you're writing more believable.

2. PUBLICATION: Because research backs up your ideas with facts from established experts in the field, it's an industry standard. If you hope to publish in a scholarly journal, you'll have to conduct thorough research and cite it correctly to be taken seriously, and cite it correctly to be taken seriously 

3. EDUCATION: Research gives you a broader understanding of your topic so you can speak with a more authoritative, informed voice. It allows you to understand both sides of an argument and any additional factors that contribute to your thesis statement.

4. RESEARCH SKILLS: Many instructors assign research papers so students can develop or strengthen their research skills. In that respect, research is important because it makes you better and finding information and backing up your ideas with facts.

5. PLAGIARISM: You may think you have a groundbreaking idea only to discover that a famous scientist already had this idea and wrote on it extensively. Taking credit for this idea, even though you thought it was original can still constitute academic dishonesty. Research helps you use that scientist's work to build on and add credibility to your idea.

VOCABULARY LIST WITH DEFINITIONS AND SAMPLE SENTENCES:

Compile: to get or gather together The student had to compile the data for the report.

Evaluate: estimate the nature, quality, ability, extent, or significance of something
The student could not evaluate the data without organizing it first.

Research: a search for knowledge
The student will research a topic of choice for the upcoming assignment.

Extensively: in a widespread way
All of the information put together was extensively search.

Digital: in electronic form, transmitted electronically
Anyone can download a digital copy of a song from ITunes.

Organize: arrange by systematic planning and united effort
You will have an easier time creating an outline if you organize your list of sources first.

Information: knowledge acquired through study, experience, or instruction
There is a wealth of information online about your topic.

Include: have as a part, made up out of
All students must include their contact information on the top of the sheet.

Skill: an ability that is acquired by training
Natural ability only becomes a skill if you practice and train harder than you thought possible.

Provide: give something useful or necessary to
I will provide you with the notes and resources to be successful on the upcoming quiz/

Section: one of several parts or pieces that fit with others to create a whole object
The percussion section of the band provides the backbone for the music and the beat to march too.

Cite: make reference to
If you cite your references well, people will be able to review them easier.

Successfully: with success, in a successful manner, reach a goal
You can be successful at anything if you focus your mind, spirit, and effort to complete it.

Feature: prominent attribute or aspect of something
Our lesson will feature a Travel Brochure Project at the end.

Structure: framework, how something is constructed
The structure of the house was unsound after the earthquake.

Book: handwritten or printed work of fiction or non-fiction; usually on bound paper and covered
The primary book you will choose for your project is up to you.

ACADEMIC/LEARNING OBJECTIVE
Students will learn the basic ways to complete internet-based research.  Students will focus on a famous historical figure and complete research about that person’s life, and a significant event during that time in history.  Students will be required to create a summary project based on that event and that person.  Students will review and comment on work created by their peers in class.

STUDENTS WILL ENTER THE CLASS QUIETLY AND BEGIN WORKING!

STUDENTS MUST START BY READING ALL DIRECTIONS ON CLASS WEBSITE!  Students will use the resources in class to create a Facebook-Style page for a famous historical figure.  The page created must center around a specific event from that person’s life, and research must be done to describe the person, event, and other people who would have been involved!

Written November 06, 2017 by andre

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WebQuest Internet Search 17-18 S1

Technology Journal Entry
01 November 2017:  Topic - Sources of Information
Please write 3-4 Sentences (Full Paragraph) about the last research paper you had to complete.  Tell me what the topic was, what sources you used, and how you made sure they were RELIABLE.  Please use the R.A.C.E. method to answer the question.  (R-Repeat the question, A- Answer the questions, C-Cite Examples, E-show Evidence)

WebQuest Research & Worksheet Project
WORKSHEET LINK: CLICK HERE TO ACCESS WORKSHEET FORM (File, Make A Copy)
OVERVIEW: Students will use the internet and active research skills to find appropriate websites and information. Students will complete the supplied worksheet above and SHARE IT WITH ME from their Google Drive. Students will complete the work by Friday, November 3rd for credit!

Please check out the videos below at home for more information on how to use the internet to properly to search for information. Good Luck! - Mr. S

Subject: Internet Research & Find
Author: H Scribner
Grade Level: 6-8
Time Duration: 45 Minutes in Class (Balance Completed at HOME Online)

Overview: The student will utilize search engines and research skills to find specific information online.

Objective: To complete the WebQuest individually.

Materials: Computer and Internet Access

Activities and Procedures: Students will utilize search engines and prior general knowledge to find and record all answers in the allotted time.

Conclusions: Students will be assessed on the number of correct answers, the ability to list complete websites, and the amount of time it takes to complete the search.

ALL ITEMS ARE LISTED IN GOOGLE CLASSROOM. PLEASE FOLLOW DIRECTIONS FOR COMPLETION AND TURN-IN OF THIS PROJECT!

Good Luck
- Mr. S

Cyber Safety Video




Reliable Sources Of Information



Written November 01, 2017 by andre

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