FINAL EXAM (MP3)

Today everyone will complete the following FINAL EXAM for Computer Skills & Applications Class (Marking Period 2: SCRIBNER)  Please follow the directions below to complete your exam.  When you are finished, there is a link below to take the Course Survey!  Both the Final Exam and the Course Survey are GRADED EVENTS!  

(Your ANSWERS on the Course Survey are not graded, but you are receiving a grade simply for completing it!)

1.  Log Into Google Drive and Click NEW to CREATE a NEW DOCUMENT
2.  Name the Document:  "MP2 Final  (Your Last Name) P (?)"
3.  SHARE the Document with Mr. S for credit at hscribner@ccs.us

Copy and Paste the questions below into a GOOGLE DOCUMENT and SHARE THEM WITH ME FOR CREDIT (hscribner@ccs.us) when you have completed them.

Answer The Following Questions (Each question should be explained with a paragraph answer, 2-3 sentences, with proper structure.):

Question 1:  Describe how technology has changed the world you live in (compare it to the world your parents and grandparents grew up in):

Question 2:  Explain how the technology tools you have been taught this year will help you in High School.

Question 3:  Describe a time when you could pass on your knowledge in the coming year.  Who would you teach?  What skills or tools would you show someone else?  Why?

Question 4:  Explain how you will protect yourself online for the rest of your life.  List at least three (3) ways to improve your Internet Safety and Security Level.

Final Question:  Choose four (4) of the tools below and answer the following questions for each:
  1.   Describe the tool and the project you completed with it?
  2.   What projects could you complete with it?
  3.   How could you use this tool outside of school (home or business uses)?
Tool List:  Google Documents, Google Spreadsheets,  Google Slides, Windows Movie Maker, PIXLR.com, Online Surveys, Google Drive, Code.Org, Gamestar Mechanic, Soundation, Voki, Khan Academy, Strikingly.com, Draw.io, FBI.SOS.GOV, NSTeens.Org, Google Classroom, Schoology, or you may choose one (1) online tool you know about that we did not cover this marking period.

See the example below for an idea of what I am looking for: 
FINAL QUESTION EXAMPLE ANSWER (Do Not Use As One Of Your Answers!)
1.  GMAIL/EMAIL:  Email is used in place of sending letters to people.  It is electronic mail that can be transmitted electronically.  Senders can write a letter in different formats and then by addressing it to as many people as required, send each recipient the same message.  Recipients can send replies, and emails can be forwarded.  Everything happens in fractions of a second.  The sender can also attach files such as documents, pictures and hyperlinks along with the email.  We have used email all year to communicate, turn in work, and to receive classroom instructions.


WHEN YOU HAVE FINISHED THE FINAL EXAM AND SHARED IT WITH MR. S FOR CREDIT, PLEASE TAKE A FEW MINUTES TO FILL OUT THIS BRIEF SURVEY:


Written March 31, 2017 by andre

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Historical Figure Facebook Project (HFFP) (MP3)

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 March 23, 2017 by andre

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Introduction to Spreadsheet Basics - Google Slides / Excel (MP3)

This is your Introduction to Google Sheets (MS Excel). Please pay close attention during the class presentation (Click Here to Download Presentation at Home). You will be creating a number of spreadsheets over the next few days. It is important that you learn to navigate around the spreadsheet as easily as you do in Google Documents (MS Word). You will find that most of the RIBBON items are similar and that you can find out how to do things without my help by using the HELP Button.



We will be using MS Excel (Google Spreadsheets) to perform Basic Math, create Employee Timecards, Payroll Worksheets, a Family Monthly Budget, and much more!

Use this link for more information and helpful practice templates: MS EXCEL PAGE

Are You Really LOST? Click Here to access GOOGLE SHEETS TRAINING PAGE 


Finally, you will be using templates that are built-in to the Google Slides program. I will add different requirements as we progress. Good Luck!!

- Mr. S

ACADEMIC/LEARNING OBJECTIVE
Students will learn to use electronic spreadsheets for basic calculations, data storage and evaluation, and other tasks. Students will complete basic spreadsheet tasks, simple functions, and basic formatting. Students will be able to create, work with, collaborate on and share spreadsheets for classwork and basic applications

STUDENTS MUST START BY READING ALL DIRECTIONS ON CLASS WEBSITE!
Students will view instructional videos in class, followed by practical lessons. Students will create, work with, store, and collaborate on basic spreadsheets using Google Sheets. Students will be introduced to basic math, functions, formatting and organizational features of the spreadsheets.

READ ALL DIRECTIONS CAREFULLY!
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 March 21, 2017 by andre

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Welcome To Spring! NO STRESS MAKE-UP/CATCH-UP Day! (MP3)

Hello Everyone!

Welcome to your SPRING BREAK in Computer Skills & Applications Class.  Today you will be given an opportunity to work on Code.Org, Google Classroom, Please take this time to get caught up with any work you might be missing, or incomplete!  Enjoy your sunny day today!

- Mr. S


Written March 20, 2017 by andre

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Hour of Code (MP3)

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 be able to create and share a basic computer game with a "Star Wars" theme.


Step by Step Instructions

Step 1: Google Classroom Entry "Why Learn To Code?" Go To Google Classroom 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:  FGTGMX
Step 4: Work Independently On Your Individual Code.Org Program

WHEN YOU HAVE COMPLETED ALL 15 LEVELS YOU WILL BE ABLE TO CREATE A "STAR WARS" R2-D2 GAME! SPEND TIME MAKING YOUR GAME UNIQUE. WHEN IT IS FINISHED, PRESS 'RUN' AND PLAY IT. THEN PRESS 'FINISH', COPY THE LINK TO YOUR GAME AND PASTE THE LINK INTO AN EMAIL TO MR. S FOR CREDIT AT HSCRIBNER@CCS.US!

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 March 16, 2017 by andre

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Digital Animation Made Easy (MP3)

Today you will begin to create a Digital Animation Video Clip. There are many resources for creating digital movies, as listed below. Before class is over, read all directions in this post and complete two tasks: 1. Create and Email a Dvolver Animation Scene to Mr. S for credit. 2. Open Google Slides/PowerPoint on Computer and begin to create a "stick-figure" background scene for your longer digital animation using the draw tools found in each of those programs/applications. Tomorrow you will be using your scene to create a 25-slide (minimum) animated scene. Eventually you will EXPORT your slides as Images (JPEG) and using MS Movie Maker to create a Digital Animation with Music, Titles, and Credits.


When you make animation you have to create each picture on the film.
There are normally 25 pictures per second. When animating we recreate the laws of nature as we are able to relate to the action. However, with animation we can do a lot more than just follow the laws of nature. We can do anything, we can tell the story just as it is in our dreams.

Animation is a tool of communication.
When we animate we must not forget to put idea and intention in the movements. A movement without idea and intention is boring. Another great communication tool is the contrast; fast/slow, backwards/forwards and so on. If we remember this it makes us animate better. So if you want to animate something going up, you think go down first. If you you want to stretch your character, you squash him first. The best thing is to do the movement yourself or make a friend do it so you can study the movement. This also helps you plan your animation. The better you know what to do, the better you can animate it.

See The Animation Section of ANIMWORK (Click Here) for more information about this project.

I Can't Wait, I Want To Make Something Right Now!  Try using DVOLVER.com to make a mini-animation:  http://www.dvolver.com/moviemaker/make.html  

A Little More Advanced:  Try the ZIMMERTWINS website for a longer animations made easy. You could have them talk to each other, about different things, or create news-style reporting cartoons.

Learn More About It:  http://www.awn.com/blog/teach-yourself-animation-art-timing  How do I learn animation? For those with a school nearby and some time on their hands, it’s no problem. But for those with limited options, here are some resources to help teach yourself animation. And a step-by-step guide:  http://www.awn.com/blog/teach-yourself-animation-2d-tools-part-1

You Could Also Check Out:  A European partnership created this guide to help teachers learn more about using animation to teach. With some basics in place such as how to create a good story and what tools to use, ANIMWORK puts everything into perspective for any teacher who wants to create his or her own animation.

DIGITAL SCENE & BACKGROUND PICTURE CREATION PROJECT DIRECTIONS

A.  CREATE A DVOLVER CARTOON AND SEND IT FOR CREDIT TODAY!

B.  CREATE A BACKGROUND SCENE TO START WITH:
Step 1: Log into Google or Open Microsoft PowerPoint on your Computer

Step 2: Create NEW Slides Presentation or NEW Presentation in PowerPoint

Step 3: Use the Drawing Tools to make a stick figure scene. Make sure to place specific layers in order and use a variety of colors and styles to make it vibrant.

Step 4: Export you Presentation/Slide as an Image and Upload to Google Drive

Step 5: SHARE your Image with Mr. S (hscribner@ccs.us) for credit.

C. ANIMATE IT:
Your project must include at least 30 slides.  It must have at least 3 layers of depth:  Foreground, Middle Ground, Background.  It must have at least 3 things moving during the course of the animation.  Your motion must incorporate LAYERS of movement where items move in-front or behind each other.  You must Upload and SHARE your project with instructor using Google Drive for credit.

D.  MAKE IT INTO A MOVIE:
Step 1.  Open your project in Google Slides/MS Powerpoint.  (If you created it in Google Slides you must Download it in MS Powerpoint to Export the slides together.

Step 2.  EXPORT your slides as JPEG Image Files to the Desktop.

Step 3.  IMPORT your JPEG Image Files into MS MOVIE MAKER.

Step 4.  Using MS MOVIE MAKER, you must create a Digital Animation "Short-Film" by making each image "flash" for around 1/2-second each.  This will give the impression that the images are animated.  You should add Titles, Credits, and a short burst of music to finish the film.

Step 5.  SAVE MOVIE as an MP4 file, Upload it to Google Drive, and SHARE it with Mr. S for credit.  

Have Fun with this project.  If you would like to know more, here is the original link to 50 more digital animation websites at TEACHTHOUGHT.COM (Click Here)!  Good Luck!

ACADEMIC/LEARNING OBJECTIVE
Scholars will learn the basics of Digital Animation.  Scholars will be able to create "mini" animations using an online application.  Scholars will also start creating the basic drawing that will be used for a future "line-art" digital animation project.  Scholars will be able to complete a Constructed Response about the "History of Animation" and discuss what they like, or do not like about the project.
  STUDENTS WILL ENTER THE CLASS QUIETLY AND BEGIN WORKING! 
Scholars will sign into Google Drive as they enter the class.  Scholars will read all directions on this post thoroughly and respond to the Constructed Response found on Google Classroom.  Scholars will direct their browsers to DVOLVER and spend time creating a "MINI" animation project.  They must include text and choose backgrounds and themes.  When complete, they will email their project to Mr. S for review.  Scholars will then follow the directions above to begin to create a "line-art" background for a future digital animation project.
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 March 08, 2017 by andre

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MS Movie Maker PSA Projects (MP3)

"There are many different definitions for a public service announcement (PSA) or public service ad, but the simplified version of PSAs are messages in the public interest disseminated by the media without charge, with the objective of raising awareness, changing public attitudes and behaviour towards a social issue."  
- Wikipedia Definition 



Over the next few days you will be completing a Public Service Announcement in MS Movie Maker.




TODAY:  You will work with your assigned partner to CHOOSE A TOPIC, COLLECT OR MAKE PHOTOS FOR CONTENT, DECIDE ON MUSIC, and RESEARCH AT LEAST 4 FACTS!




Getting Started (from Center For DIGITAL Education Website)

  1. Choose your topic. Pick a subject that is important to you, as well as one you can visualize. Keep your focus narrow and to the point. More than one idea confuses your audience, so have one main idea per PSA.
     
  2. Time for some research - you need to know your stuff! Try to get the most current and up to date facts on your topic. Statistics and references can add to a PSA. You want to be convincing and accurate.
     
  3. Consider your audience. Are you targeting parents, teens, teachers or some other social group? Consider your target audience's needs, preferences, as well as the things that might turn them off. They are the ones you want to rally to action. The action suggested by the PSA can be almost anything. It can be spelled out or implied in your PSA, just make sure that message is clear.
     
  4. Grab your audience's attention. You might use visual effects, an emotional response, humor, or surprise to catch your target audience. Be careful, however, of using scare tactics. Attention getters are needed, but they must be carefully selected. For example, when filming a PSA about controlling anger, a glass-framed picture of a family can be shattered on camera. This was dramatic, but not melodramatic. Staging a scene between two angry people to convey the same idea is more difficult to do effectively.
     
  5. Create a script and keep your script to a few simple statements. A 30-second PSA will typically require about 5 to 7 concise assertions. Highlight the major and minor points that you want to make. Be sure the information presented in the PSA is based on up-to-date, accurate research, findings and/or data.
     
  6. Storyboard your script.
     
  7. Film your footage and edit your PSA.
     
  8. Find your audience and get their reaction. How do they respond and is it in the way you expected? Your goal is to call your audience to action. Are they inspired?

Links For Music (MP3's)



PSA Bibliography EMAIL Requirements

You and your partner must send and EMAIL to me (hscribner@ccs.us) that has a paragraph about the reason you chose your topic, the names of the two students who worked on your PSA, and the six references that you used to find your facts.  The following format must be used:

To:  hescribner@ccs.us

Subject:  PSA Project (Topic of Project)

Body of Email:

      Students Collaborating:  (Me) & (You)
      Team Name:
      Topic:
      Reason For Choosing Topic:

      References

  1. "(Fact 1)".  Author, Website/Book/Article/Place Found
  2. "(Fact 2)".  Author, Website/Book/Article/Place Found
  3. "(Fact 3)".  Author, Website/Book/Article/Place Found
  4. "(Fact 4)".  Author, Website/Book/Article/Place Found
  5. "(Fact 5)".  Author, Website/Book/Article/Place Found
  6. "(Fact 6)".  Author, Website/Book/Article/Place Found 

Grading is as follows:

     The Public Service Announcement must use a minimum of 10 pictures or video clips

     PSA must be no less than 30-seconds in length and no more than 1:00 minute in length

     PSA must have smooth transitions between pictures

     PSA must use at least one piece of music.  If more, smooth transitions between sound bites

     PSA must have at least 4 facts about your topic, and you must EMAIL your source list.
     
     PSA must be published as a movie file and viewable by Media Players

Following is the grading outline:
          30 points for neatness (smooth transitions)
          40 points for completeness  (All items present)
          10 points for within time limits
          20 points for partner review

SUCCESS RUBRIC:  IF YOU HIT "4" IN THESE CATEGORIES, 
YOU WILL SCORE HIGHER ON THE GRADING RUBRIC ABOVE.
CATEGORY

4321
ConceptStudent has a clear picture of the message he/she is trying to convey through the PSA.Student has a fairly clear picture of the message he/she is trying to convey through the PSA.Student has brainstormed his/her message, but no clear focus has emerged for the PSA.Student has spent little effort on brainstorming and refining his/her message.
OriginalityPresentation shows considerable originality and inventiveness. The content and ideas are presented in a unique and interesting way.Presentation shows some originality and inventiveness. The content and ideas are presented in an interesting way.Presentation shows an attempt at originality and inventiveness.Presentation is a rehash of other people's ideas and/or graphics and shows very little attempt at original thought.
Use of Graphics and ImagesAll graphics and images are attractive and support the theme/content of the PSA.Most graphics and images are attractive and support the theme/content of the PSA.Some graphics are attractive but a few do not seem to support the theme/content of the PSA.Several graphics are unattractive AND detract from the content of the PSA.
Digital Camera Use
(If Used)		Pictures are high quality. The main subject is in focus, centered, and of an appropriate size compared to other objects in the picture.Pictures are good quality. The main subject is not quite in focus, but is it is clear what the picture is about.Pictures are of marginal quality.The subject is in focus but it is not clear what the picture is about.No picture taken OR picture of poor quality.
Overall EffectivenessProject includes all material needed to gain a comfortable understanding of the topic. It is a highly effective PSA.Project includes most material needed to gain a comfortable understanding of the topic, but is lacking one or two key elements. It is an effective PSA.Project is missing more than two key elements. It is a slightly effective PSA.Project is lacking several key elements and has inaccuracies that make it an ineffective PSA.

ACADEMIC/LEARNING OBJECTIVE
Prep Day:  YOU MUST REGISTER YOUR PARTNER AND TOPIC FIRST!
Scholars will be able to use Windows Movie Maker to create a short (30-60 second) Movie “Public Service Announcement”.  Scholars will be able to select photos and video clips, choose music, and create a PSA about a topic that is important to them.  They will work with a partner to create the PSA.
Project:  Each Student will create a PSA using Windows Movie Maker. You must be able to save your work, export your Movie, and upload it to your Google Drive.  You will then SHARE your MOVIE file with me for credit.    
YOU NEED YOUR OWN EARBUDS TO WORK ON THIS!


READ ALL DIRECTIONS CAREFULLY!
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 February 28, 2017 by andre

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