6th ECS-Ouielle-Silva 001 Assignments
- Instructor
- Maestra Maribel Ouielle-Silva
- Term
- 2023-2024 School Year
- Department
- Computer Science Department
- Description
-
Upcoming Assignments
Due:
Digital Footprints
Read the questions carefully and then select the appropriate answer choice(s).
Due:
HTML Quiz
Take Quizizz only during class time.
Due:
HTML Quiz
Take Quizizz only during class time.
Due:
Take Home Exam - Practice for Semester Final Test
Practice as many times as you can to see how much you know about Scratch
Due:
Take Home Exam - Practice for Semester Final Test
Practice as many times as you can to see how much you know about Scratch
Due:
Take Home Exam - Practice for Semester Final Test
Practice as many times as you can to see how much you know about Scratch
Due:
Take Home Exam - Practice for Semester Final Test
Practice as many times as you can to see how much you know about Scratch
Past Assignments
Due:
6-1 & 6-2 Lego Build Day!!!
Part 1:
Students will be able to:
Evaluate how the design of a robot’s body affects its behavior.
Create an algorithm to direct a human “robot” from one location to another.
Part 2:
Students will be able to
Distinguish between the parts of the EV3 brick.
Hook up input and output devices correctly.
Use built-in EV3 Brick programs.
Use the Youtube videos on: EV3 Mindstorm Legos to see how they are built and how they work.
Use the instructions below to complete your Lego EV3 Base. You will be receiving a grade for a completed Lego base and cuboid. When you have built your Lego EV3 Base take a photo and upload the photo in a slide as evidence of completion.
Students will be able to:
Evaluate how the design of a robot’s body affects its behavior.
Create an algorithm to direct a human “robot” from one location to another.
Part 2:
Students will be able to
Distinguish between the parts of the EV3 brick.
Hook up input and output devices correctly.
Use built-in EV3 Brick programs.
Use the Youtube videos on: EV3 Mindstorm Legos to see how they are built and how they work.
Use the instructions below to complete your Lego EV3 Base. You will be receiving a grade for a completed Lego base and cuboid. When you have built your Lego EV3 Base take a photo and upload the photo in a slide as evidence of completion.
Due:
6-1 & 6-2 Lego Build Day!!!
Part 1:
Students will be able to:
Evaluate how the design of a robot’s body affects its behavior.
Create an algorithm to direct a human “robot” from one location to another.
Part 2:
Students will be able to
Distinguish between the parts of the EV3 brick.
Hook up input and output devices correctly.
Use built-in EV3 Brick programs.
Use the Youtube videos on: EV3 Mindstorm Legos to see how they are built and how they work.
Use the instructions below to complete your Lego EV3 Base. You will be receiving a grade for a completed Lego base and cuboid. When you have built your Lego EV3 Base take a photo and upload the photo in a slide as evidence of completion.
Students will be able to:
Evaluate how the design of a robot’s body affects its behavior.
Create an algorithm to direct a human “robot” from one location to another.
Part 2:
Students will be able to
Distinguish between the parts of the EV3 brick.
Hook up input and output devices correctly.
Use built-in EV3 Brick programs.
Use the Youtube videos on: EV3 Mindstorm Legos to see how they are built and how they work.
Use the instructions below to complete your Lego EV3 Base. You will be receiving a grade for a completed Lego base and cuboid. When you have built your Lego EV3 Base take a photo and upload the photo in a slide as evidence of completion.
Due:
6-1 & 6-2 Lego Build Day!!!
Part 1:
Students will be able to:
Evaluate how the design of a robot’s body affects its behavior.
Create an algorithm to direct a human “robot” from one location to another.
Part 2:
Students will be able to
Distinguish between the parts of the EV3 brick.
Hook up input and output devices correctly.
Use built-in EV3 Brick programs.
Use the Youtube videos on: EV3 Mindstorm Legos to see how they are built and how they work.
Use the instructions below to complete your Lego EV3 Base. You will be receiving a grade for a completed Lego base and cuboid. When you have built your Lego EV3 Base take a photo and upload the photo in a slide as evidence of completion.
Students will be able to:
Evaluate how the design of a robot’s body affects its behavior.
Create an algorithm to direct a human “robot” from one location to another.
Part 2:
Students will be able to
Distinguish between the parts of the EV3 brick.
Hook up input and output devices correctly.
Use built-in EV3 Brick programs.
Use the Youtube videos on: EV3 Mindstorm Legos to see how they are built and how they work.
Use the instructions below to complete your Lego EV3 Base. You will be receiving a grade for a completed Lego base and cuboid. When you have built your Lego EV3 Base take a photo and upload the photo in a slide as evidence of completion.
Due:
6-1 & 6-2 Lego Build Day!!!
Part 1:
Students will be able to:
Evaluate how the design of a robot’s body affects its behavior.
Create an algorithm to direct a human “robot” from one location to another.
Part 2:
Students will be able to
Distinguish between the parts of the EV3 brick.
Hook up input and output devices correctly.
Use built-in EV3 Brick programs.
Use the Youtube videos on: EV3 Mindstorm Legos to see how they are built and how they work.
Use the instructions below to complete your Lego EV3 Base. You will be receiving a grade for a completed Lego base and cuboid. When you have built your Lego EV3 Base take a photo and upload the photo in a slide as evidence of completion.
Students will be able to:
Evaluate how the design of a robot’s body affects its behavior.
Create an algorithm to direct a human “robot” from one location to another.
Part 2:
Students will be able to
Distinguish between the parts of the EV3 brick.
Hook up input and output devices correctly.
Use built-in EV3 Brick programs.
Use the Youtube videos on: EV3 Mindstorm Legos to see how they are built and how they work.
Use the instructions below to complete your Lego EV3 Base. You will be receiving a grade for a completed Lego base and cuboid. When you have built your Lego EV3 Base take a photo and upload the photo in a slide as evidence of completion.
Due:
Unit: Robotics Lesson 1B
SWBAT:
List and explain the criteria that describe a robot.
Determine if something is a robot, using the criteria.
Body—physical form of some kind of control—
Input—gets information from sensors, buttons, etc.
Program—Is programmable, follows a set of instructions you give it
Output—an action it takes
Behavior—what it does; the function it performs
GROUP ACTIVITY: You are given a list of machines (see Google doc) that you may encounter in your daily life. Complete the table by deciding if the machine meets the criteria for being a robot. Add 3 machines to the bottom. Then determine if the machine is a robot.
After this activity work on the assigned EdPuzzles -posted separately today.
List and explain the criteria that describe a robot.
Determine if something is a robot, using the criteria.
Body—physical form of some kind of control—
Input—gets information from sensors, buttons, etc.
Program—Is programmable, follows a set of instructions you give it
Output—an action it takes
Behavior—what it does; the function it performs
GROUP ACTIVITY: You are given a list of machines (see Google doc) that you may encounter in your daily life. Complete the table by deciding if the machine meets the criteria for being a robot. Add 3 machines to the bottom. Then determine if the machine is a robot.
After this activity work on the assigned EdPuzzles -posted separately today.
Due:
Unit: Robotics Lesson 1B
SWBAT:
List and explain the criteria that describe a robot.
Determine if something is a robot, using the criteria.
Body—physical form of some kind of control—
Input—gets information from sensors, buttons, etc.
Program—Is programmable, follows a set of instructions you give it
Output—an action it takes
Behavior—what it does; the function it performs
GROUP ACTIVITY: You are given a list of machines (see Google doc) that you may encounter in your daily life. Complete the table by deciding if the machine meets the criteria for being a robot. Add 3 machines to the bottom. Then determine if the machine is a robot.
After this activity work on the assigned EdPuzzles -posted separately today.
List and explain the criteria that describe a robot.
Determine if something is a robot, using the criteria.
Body—physical form of some kind of control—
Input—gets information from sensors, buttons, etc.
Program—Is programmable, follows a set of instructions you give it
Output—an action it takes
Behavior—what it does; the function it performs
GROUP ACTIVITY: You are given a list of machines (see Google doc) that you may encounter in your daily life. Complete the table by deciding if the machine meets the criteria for being a robot. Add 3 machines to the bottom. Then determine if the machine is a robot.
After this activity work on the assigned EdPuzzles -posted separately today.
Due:
Unit: Robotics Lesson 1B
SWBAT:
List and explain the criteria that describe a robot.
Determine if something is a robot, using the criteria.
Body—physical form of some kind of control—
Input—gets information from sensors, buttons, etc.
Program—Is programmable, follows a set of instructions you give it
Output—an action it takes
Behavior—what it does; the function it performs
GROUP ACTIVITY: You are given a list of machines (see Google doc) that you may encounter in your daily life. Complete the table by deciding if the machine meets the criteria for being a robot. Add 3 machines to the bottom. Then determine if the machine is a robot.
After this activity work on the assigned EdPuzzles -posted separately today.
List and explain the criteria that describe a robot.
Determine if something is a robot, using the criteria.
Body—physical form of some kind of control—
Input—gets information from sensors, buttons, etc.
Program—Is programmable, follows a set of instructions you give it
Output—an action it takes
Behavior—what it does; the function it performs
GROUP ACTIVITY: You are given a list of machines (see Google doc) that you may encounter in your daily life. Complete the table by deciding if the machine meets the criteria for being a robot. Add 3 machines to the bottom. Then determine if the machine is a robot.
After this activity work on the assigned EdPuzzles -posted separately today.
Due:
Unit: Robotics Lesson 1B
SWBAT:
List and explain the criteria that describe a robot.
Determine if something is a robot, using the criteria.
Body—physical form of some kind of control—
Input—gets information from sensors, buttons, etc.
Program—Is programmable, follows a set of instructions you give it
Output—an action it takes
Behavior—what it does; the function it performs
GROUP ACTIVITY: You are given a list of machines (see Google doc) that you may encounter in your daily life. Complete the table by deciding if the machine meets the criteria for being a robot. Add 3 machines to the bottom. Then determine if the machine is a robot.
After this activity work on the assigned EdPuzzles -posted separately today.
List and explain the criteria that describe a robot.
Determine if something is a robot, using the criteria.
Body—physical form of some kind of control—
Input—gets information from sensors, buttons, etc.
Program—Is programmable, follows a set of instructions you give it
Output—an action it takes
Behavior—what it does; the function it performs
GROUP ACTIVITY: You are given a list of machines (see Google doc) that you may encounter in your daily life. Complete the table by deciding if the machine meets the criteria for being a robot. Add 3 machines to the bottom. Then determine if the machine is a robot.
After this activity work on the assigned EdPuzzles -posted separately today.
Due:
Introduction to Robotics
Due:
🤖 Understanding Robotics 🤖 Lesson 1a
LEARNING OBJECTIVES:
1. To understand Robotics which lead to broaden many possibilities to develop 21st-century skills and to strengthen numerous abilities in the future.
2. To help learners think creatively and maximize efficiency in their design.
3. To make the learners engage in Robotics through writing, presentation skills, and lastly, design
4. To make the learners understand how the real tech world market works where companies are looking for problems to solve through technology.
SLIDES: 🤖Prepare a poster and present the info from the slides assigned. Mrs. Silva will give you the materials for your poster.
Slides #4-6 - TABLE #1
Slides #7-10 - TABLE #2
Slides #11-13 -TABLE #3
Slides #14-17- TABLE #4
Slides #18-21- TABLE #5
Slides #22-23- TABLE #6
Slides #24-25- TABLE #7
1. To understand Robotics which lead to broaden many possibilities to develop 21st-century skills and to strengthen numerous abilities in the future.
2. To help learners think creatively and maximize efficiency in their design.
3. To make the learners engage in Robotics through writing, presentation skills, and lastly, design
4. To make the learners understand how the real tech world market works where companies are looking for problems to solve through technology.
SLIDES: 🤖Prepare a poster and present the info from the slides assigned. Mrs. Silva will give you the materials for your poster.
Slides #4-6 - TABLE #1
Slides #7-10 - TABLE #2
Slides #11-13 -TABLE #3
Slides #14-17- TABLE #4
Slides #18-21- TABLE #5
Slides #22-23- TABLE #6
Slides #24-25- TABLE #7
Due:
🤖 Understanding Robotics 🤖 Lesson 1a
LEARNING OBJECTIVES:
1. To understand Robotics which lead to broaden many possibilities to develop 21st-century skills and to strengthen numerous abilities in the future.
2. To help learners think creatively and maximize efficiency in their design.
3. To make the learners engage in Robotics through writing, presentation skills, and lastly, design
4. To make the learners understand how the real tech world market works where companies are looking for problems to solve through technology.
SLIDES: 🤖Prepare a poster and present the info from the slides assigned. Mrs. Silva will give you the materials for your poster.
Slides #4-6 - TABLE #1
Slides #7-10 - TABLE #2
Slides #11-13 -TABLE #3
Slides #14-17- TABLE #4
Slides #18-21- TABLE #5
Slides #22-23- TABLE #6
Slides #24-25- TABLE #7
1. To understand Robotics which lead to broaden many possibilities to develop 21st-century skills and to strengthen numerous abilities in the future.
2. To help learners think creatively and maximize efficiency in their design.
3. To make the learners engage in Robotics through writing, presentation skills, and lastly, design
4. To make the learners understand how the real tech world market works where companies are looking for problems to solve through technology.
SLIDES: 🤖Prepare a poster and present the info from the slides assigned. Mrs. Silva will give you the materials for your poster.
Slides #4-6 - TABLE #1
Slides #7-10 - TABLE #2
Slides #11-13 -TABLE #3
Slides #14-17- TABLE #4
Slides #18-21- TABLE #5
Slides #22-23- TABLE #6
Slides #24-25- TABLE #7
Due:
🤖 Understanding Robotics 🤖 Lesson 1a
LEARNING OBJECTIVES:
1. To understand Robotics which lead to broaden many possibilities to develop 21st-century skills and to strengthen numerous abilities in the future.
2. To help learners think creatively and maximize efficiency in their design.
3. To make the learners engage in Robotics through writing, presentation skills, and lastly, design
4. To make the learners understand how the real tech world market works where companies are looking for problems to solve through technology.
SLIDES: 🤖Prepare a poster and present the info from the slides assigned. Mrs. Silva will give you the materials for your poster.
Slides #4-6 - TABLE #1
Slides #7-10 - TABLE #2
Slides #11-13 -TABLE #3
Slides #14-17- TABLE #4
Slides #18-21- TABLE #5
Slides #22-23- TABLE #6
Slides #24-25- TABLE #7
1. To understand Robotics which lead to broaden many possibilities to develop 21st-century skills and to strengthen numerous abilities in the future.
2. To help learners think creatively and maximize efficiency in their design.
3. To make the learners engage in Robotics through writing, presentation skills, and lastly, design
4. To make the learners understand how the real tech world market works where companies are looking for problems to solve through technology.
SLIDES: 🤖Prepare a poster and present the info from the slides assigned. Mrs. Silva will give you the materials for your poster.
Slides #4-6 - TABLE #1
Slides #7-10 - TABLE #2
Slides #11-13 -TABLE #3
Slides #14-17- TABLE #4
Slides #18-21- TABLE #5
Slides #22-23- TABLE #6
Slides #24-25- TABLE #7
Due:
🤖 Understanding Robotics 🤖 Lesson 1a
LEARNING OBJECTIVES:
1. To understand Robotics which lead to broaden many possibilities to develop 21st-century skills and to strengthen numerous abilities in the future.
2. To help learners think creatively and maximize efficiency in their design.
3. To make the learners engage in Robotics through writing, presentation skills, and lastly, design
4. To make the learners understand how the real tech world market works where companies are looking for problems to solve through technology.
SLIDES: 🤖Prepare a poster and present the info from the slides assigned. Mrs. Silva will give you the materials for your poster.
Slides #4-6 - TABLE #1
Slides #7-10 - TABLE #2
Slides #11-13 -TABLE #3
Slides #14-17- TABLE #4
Slides #18-21- TABLE #5
Slides #22-23- TABLE #6
Slides #24-25- TABLE #7
1. To understand Robotics which lead to broaden many possibilities to develop 21st-century skills and to strengthen numerous abilities in the future.
2. To help learners think creatively and maximize efficiency in their design.
3. To make the learners engage in Robotics through writing, presentation skills, and lastly, design
4. To make the learners understand how the real tech world market works where companies are looking for problems to solve through technology.
SLIDES: 🤖Prepare a poster and present the info from the slides assigned. Mrs. Silva will give you the materials for your poster.
Slides #4-6 - TABLE #1
Slides #7-10 - TABLE #2
Slides #11-13 -TABLE #3
Slides #14-17- TABLE #4
Slides #18-21- TABLE #5
Slides #22-23- TABLE #6
Slides #24-25- TABLE #7
Due:
Introduction to Robotics
Due:
Introduction to Robotics
Due:
Introduction to Robotics
Due:
Earth Day Animation Project (In Slides or Scratch)
DESCRIPTION:
Stop Motion is typically done with physical objects and a camera. This project is a little bit different. Instead of getting out all of those materials, we are going to do it digitally. Using Google Slides, students will animate a story across multiple slides. The prompt is editable so it can be made more (or less) complicated to meet your needs. The backgrounds and graphics are provided for students, and they can add their own if needed.
You can create your animation in Scratch or you can use the attached slide. In the comments for this assignment let me know NOW if you will use the slides or Scratch-please. If doing SCRATCH -Add the link to our Scratch Google Sheet.
ANIMATION: the process of creating the illusion of motion by creating individual frames as opposed to filming naturally occurring action at a regular frame rate
ASPECT RATIO: A measure of the relative sizes of the horizontal and vertical components of an image- standard=4:3 widescreen=16:9
FRAME: individual picture which eventually appears on a print
FRAME RATE: the number of frames captured or projected per second
SCENE: continuous block of storytelling set in a single location or following a particular character
SCRIPT: a written work detailing the story, setting, and dialogue
STOP MOTION: a form of animation in which objects are filmed frame by frame and altered slightly between each frame
STORYBOARD: graphic organizer in the form of sketches or images displayed in sequence for the purpose of pre-visualizing a motion picture.
Check: the Happy Earth Day ANIMATION Projects (see link below- These can use some extra animations) You can remix, but make sure you also:
Add 2 different sound effects,
4+ more animations,
Add a beginning and ending scene.
At least 3 scenes in your story with the message "Happy Earth Day".
Check Ipzy's Scratch projects -to get ideas
Stop Motion is typically done with physical objects and a camera. This project is a little bit different. Instead of getting out all of those materials, we are going to do it digitally. Using Google Slides, students will animate a story across multiple slides. The prompt is editable so it can be made more (or less) complicated to meet your needs. The backgrounds and graphics are provided for students, and they can add their own if needed.
You can create your animation in Scratch or you can use the attached slide. In the comments for this assignment let me know NOW if you will use the slides or Scratch-please. If doing SCRATCH -Add the link to our Scratch Google Sheet.
ANIMATION: the process of creating the illusion of motion by creating individual frames as opposed to filming naturally occurring action at a regular frame rate
ASPECT RATIO: A measure of the relative sizes of the horizontal and vertical components of an image- standard=4:3 widescreen=16:9
FRAME: individual picture which eventually appears on a print
FRAME RATE: the number of frames captured or projected per second
SCENE: continuous block of storytelling set in a single location or following a particular character
SCRIPT: a written work detailing the story, setting, and dialogue
STOP MOTION: a form of animation in which objects are filmed frame by frame and altered slightly between each frame
STORYBOARD: graphic organizer in the form of sketches or images displayed in sequence for the purpose of pre-visualizing a motion picture.
Check: the Happy Earth Day ANIMATION Projects (see link below- These can use some extra animations) You can remix, but make sure you also:
Add 2 different sound effects,
4+ more animations,
Add a beginning and ending scene.
At least 3 scenes in your story with the message "Happy Earth Day".
Check Ipzy's Scratch projects -to get ideas
Due:
Earth Day Animation Project (In Slides or Scratch)
DESCRIPTION:
Stop Motion is typically done with physical objects and a camera. This project is a little bit different. Instead of getting out all of those materials, we are going to do it digitally. Using Google Slides, students will animate a story across multiple slides. The prompt is editable so it can be made more (or less) complicated to meet your needs. The backgrounds and graphics are provided for students, and they can add their own if needed.
You can create your animation in Scratch or you can use the attached slide. In the comments for this assignment let me know NOW if you will use the slides or Scratch-please. If doing SCRATCH -Add the link to our Scratch Google Sheet.
ANIMATION: the process of creating the illusion of motion by creating individual frames as opposed to filming naturally occurring action at a regular frame rate
ASPECT RATIO: A measure of the relative sizes of the horizontal and vertical components of an image- standard=4:3 widescreen=16:9
FRAME: individual picture which eventually appears on a print
FRAME RATE: the number of frames captured or projected per second
SCENE: continuous block of storytelling set in a single location or following a particular character
SCRIPT: a written work detailing the story, setting, and dialogue
STOP MOTION: a form of animation in which objects are filmed frame by frame and altered slightly between each frame
STORYBOARD: graphic organizer in the form of sketches or images displayed in sequence for the purpose of pre-visualizing a motion picture.
Check: the Happy Earth Day ANIMATION Projects (see link below- These can use some extra animations) You can remix, but make sure you also:
Add 2 different sound effects,
4+ more animations,
Add a beginning and ending scene.
At least 3 scenes in your story with the message "Happy Earth Day".
Check Ipzy's Scratch projects -to get ideas
Stop Motion is typically done with physical objects and a camera. This project is a little bit different. Instead of getting out all of those materials, we are going to do it digitally. Using Google Slides, students will animate a story across multiple slides. The prompt is editable so it can be made more (or less) complicated to meet your needs. The backgrounds and graphics are provided for students, and they can add their own if needed.
You can create your animation in Scratch or you can use the attached slide. In the comments for this assignment let me know NOW if you will use the slides or Scratch-please. If doing SCRATCH -Add the link to our Scratch Google Sheet.
ANIMATION: the process of creating the illusion of motion by creating individual frames as opposed to filming naturally occurring action at a regular frame rate
ASPECT RATIO: A measure of the relative sizes of the horizontal and vertical components of an image- standard=4:3 widescreen=16:9
FRAME: individual picture which eventually appears on a print
FRAME RATE: the number of frames captured or projected per second
SCENE: continuous block of storytelling set in a single location or following a particular character
SCRIPT: a written work detailing the story, setting, and dialogue
STOP MOTION: a form of animation in which objects are filmed frame by frame and altered slightly between each frame
STORYBOARD: graphic organizer in the form of sketches or images displayed in sequence for the purpose of pre-visualizing a motion picture.
Check: the Happy Earth Day ANIMATION Projects (see link below- These can use some extra animations) You can remix, but make sure you also:
Add 2 different sound effects,
4+ more animations,
Add a beginning and ending scene.
At least 3 scenes in your story with the message "Happy Earth Day".
Check Ipzy's Scratch projects -to get ideas
Due:
Earth Day Animation Project (In Slides or Scratch)
DESCRIPTION:
Stop Motion is typically done with physical objects and a camera. This project is a little bit different. Instead of getting out all of those materials, we are going to do it digitally. Using Google Slides, students will animate a story across multiple slides. The prompt is editable so it can be made more (or less) complicated to meet your needs. The backgrounds and graphics are provided for students, and they can add their own if needed.
You can create your animation in Scratch or you can use the attached slide. In the comments for this assignment let me know NOW if you will use the slides or Scratch-please. If doing SCRATCH -Add the link to our Scratch Google Sheet.
ANIMATION: the process of creating the illusion of motion by creating individual frames as opposed to filming naturally occurring action at a regular frame rate
ASPECT RATIO: A measure of the relative sizes of the horizontal and vertical components of an image- standard=4:3 widescreen=16:9
FRAME: individual picture which eventually appears on a print
FRAME RATE: the number of frames captured or projected per second
SCENE: continuous block of storytelling set in a single location or following a particular character
SCRIPT: a written work detailing the story, setting, and dialogue
STOP MOTION: a form of animation in which objects are filmed frame by frame and altered slightly between each frame
STORYBOARD: graphic organizer in the form of sketches or images displayed in sequence for the purpose of pre-visualizing a motion picture.
Check: the Happy Earth Day ANIMATION Projects (see link below- These can use some extra animations) You can remix, but make sure you also:
Add 2 different sound effects,
4+ more animations,
Add a beginning and ending scene.
At least 3 scenes in your story with the message "Happy Earth Day".
Check Ipzy's Scratch projects -to get ideas
Stop Motion is typically done with physical objects and a camera. This project is a little bit different. Instead of getting out all of those materials, we are going to do it digitally. Using Google Slides, students will animate a story across multiple slides. The prompt is editable so it can be made more (or less) complicated to meet your needs. The backgrounds and graphics are provided for students, and they can add their own if needed.
You can create your animation in Scratch or you can use the attached slide. In the comments for this assignment let me know NOW if you will use the slides or Scratch-please. If doing SCRATCH -Add the link to our Scratch Google Sheet.
ANIMATION: the process of creating the illusion of motion by creating individual frames as opposed to filming naturally occurring action at a regular frame rate
ASPECT RATIO: A measure of the relative sizes of the horizontal and vertical components of an image- standard=4:3 widescreen=16:9
FRAME: individual picture which eventually appears on a print
FRAME RATE: the number of frames captured or projected per second
SCENE: continuous block of storytelling set in a single location or following a particular character
SCRIPT: a written work detailing the story, setting, and dialogue
STOP MOTION: a form of animation in which objects are filmed frame by frame and altered slightly between each frame
STORYBOARD: graphic organizer in the form of sketches or images displayed in sequence for the purpose of pre-visualizing a motion picture.
Check: the Happy Earth Day ANIMATION Projects (see link below- These can use some extra animations) You can remix, but make sure you also:
Add 2 different sound effects,
4+ more animations,
Add a beginning and ending scene.
At least 3 scenes in your story with the message "Happy Earth Day".
Check Ipzy's Scratch projects -to get ideas
Due:
Earth Day Animation Project (In Slides or Scratch)
DESCRIPTION:
Stop Motion is typically done with physical objects and a camera. This project is a little bit different. Instead of getting out all of those materials, we are going to do it digitally. Using Google Slides, students will animate a story across multiple slides. The prompt is editable so it can be made more (or less) complicated to meet your needs. The backgrounds and graphics are provided for students, and they can add their own if needed.
You can create your animation in Scratch or you can use the attached slide. In the comments for this assignment let me know NOW if you will use the slides or Scratch-please. If doing SCRATCH -Add the link to our Scratch Google Sheet.
ANIMATION: the process of creating the illusion of motion by creating individual frames as opposed to filming naturally occurring action at a regular frame rate
ASPECT RATIO: A measure of the relative sizes of the horizontal and vertical components of an image- standard=4:3 widescreen=16:9
FRAME: individual picture which eventually appears on a print
FRAME RATE: the number of frames captured or projected per second
SCENE: continuous block of storytelling set in a single location or following a particular character
SCRIPT: a written work detailing the story, setting, and dialogue
STOP MOTION: a form of animation in which objects are filmed frame by frame and altered slightly between each frame
STORYBOARD: graphic organizer in the form of sketches or images displayed in sequence for the purpose of pre-visualizing a motion picture.
Check: the Happy Earth Day ANIMATION Projects (see link below- These can use some extra animations) You can remix, but make sure you also:
Add 2 different sound effects,
4+ more animations,
Add a beginning and ending scene.
At least 3 scenes in your story with the message "Happy Earth Day".
Check Ipzy's Scratch projects -to get ideas
Stop Motion is typically done with physical objects and a camera. This project is a little bit different. Instead of getting out all of those materials, we are going to do it digitally. Using Google Slides, students will animate a story across multiple slides. The prompt is editable so it can be made more (or less) complicated to meet your needs. The backgrounds and graphics are provided for students, and they can add their own if needed.
You can create your animation in Scratch or you can use the attached slide. In the comments for this assignment let me know NOW if you will use the slides or Scratch-please. If doing SCRATCH -Add the link to our Scratch Google Sheet.
ANIMATION: the process of creating the illusion of motion by creating individual frames as opposed to filming naturally occurring action at a regular frame rate
ASPECT RATIO: A measure of the relative sizes of the horizontal and vertical components of an image- standard=4:3 widescreen=16:9
FRAME: individual picture which eventually appears on a print
FRAME RATE: the number of frames captured or projected per second
SCENE: continuous block of storytelling set in a single location or following a particular character
SCRIPT: a written work detailing the story, setting, and dialogue
STOP MOTION: a form of animation in which objects are filmed frame by frame and altered slightly between each frame
STORYBOARD: graphic organizer in the form of sketches or images displayed in sequence for the purpose of pre-visualizing a motion picture.
Check: the Happy Earth Day ANIMATION Projects (see link below- These can use some extra animations) You can remix, but make sure you also:
Add 2 different sound effects,
4+ more animations,
Add a beginning and ending scene.
At least 3 scenes in your story with the message "Happy Earth Day".
Check Ipzy's Scratch projects -to get ideas
Due:
Lesson 4-17 - Programming Final Scratch Project 2024
Students will be able to:
Decide on their final project Scratch game: A Game or A Community Project using Scratch?
Start your storyboard for your final projects.
Projects are due at the beginning of class on April 15, 2024.
This project will involve making a game or community-based program. In the attached slide set the assignment is explained.
You need to do two things today.
🌻1) First select which final project you are going to complete and create a storyboard.
🌻2) In the google doc you will explain which project you are selecting and what your project is going to be about. In the same document add the storyboard that you are going to use to create the project.
If you have any questions, let me know.
🌸ღ꧁ღ╭⊱ꕥ Mrs. Ouielle-Silva ꕥ⊱╮ღ꧂ღ 🌸
Decide on their final project Scratch game: A Game or A Community Project using Scratch?
Start your storyboard for your final projects.
Projects are due at the beginning of class on April 15, 2024.
This project will involve making a game or community-based program. In the attached slide set the assignment is explained.
You need to do two things today.
🌻1) First select which final project you are going to complete and create a storyboard.
🌻2) In the google doc you will explain which project you are selecting and what your project is going to be about. In the same document add the storyboard that you are going to use to create the project.
If you have any questions, let me know.
🌸ღ꧁ღ╭⊱ꕥ Mrs. Ouielle-Silva ꕥ⊱╮ღ꧂ღ 🌸
Due:
Lesson 4-17 - Programming Final Scratch Project 2024
Students will be able to:
Decide on their final project Scratch game: A Game or A Community Project using Scratch?
Start your storyboard for your final projects.
Projects are due at the beginning of class on April 15, 2024.
This project will involve making a game or community-based program. In the attached slide set the assignment is explained.
You need to do two things today.
🌻1) First select which final project you are going to complete and create a storyboard.
🌻2) In the google doc you will explain which project you are selecting and what your project is going to be about. In the same document add the storyboard that you are going to use to create the project.
If you have any questions, let me know.
🌸ღ꧁ღ╭⊱ꕥ Mrs. Ouielle-Silva ꕥ⊱╮ღ꧂ღ 🌸
Decide on their final project Scratch game: A Game or A Community Project using Scratch?
Start your storyboard for your final projects.
Projects are due at the beginning of class on April 15, 2024.
This project will involve making a game or community-based program. In the attached slide set the assignment is explained.
You need to do two things today.
🌻1) First select which final project you are going to complete and create a storyboard.
🌻2) In the google doc you will explain which project you are selecting and what your project is going to be about. In the same document add the storyboard that you are going to use to create the project.
If you have any questions, let me know.
🌸ღ꧁ღ╭⊱ꕥ Mrs. Ouielle-Silva ꕥ⊱╮ღ꧂ღ 🌸
Due:
Lesson 4-17 - Programming Final Scratch Project 2024
Students will be able to:
Decide on their final project Scratch game: A Game or A Community Project using Scratch?
Start your storyboard for your final projects.
Projects are due at the beginning of class on April 15, 2024.
This project will involve making a game or community-based program. In the attached slide set the assignment is explained.
You need to do two things today.
🌻1) First select which final project you are going to complete and create a storyboard.
🌻2) In the google doc you will explain which project you are selecting and what your project is going to be about. In the same document add the storyboard that you are going to use to create the project.
If you have any questions, let me know.
🌸ღ꧁ღ╭⊱ꕥ Mrs. Ouielle-Silva ꕥ⊱╮ღ꧂ღ 🌸
Decide on their final project Scratch game: A Game or A Community Project using Scratch?
Start your storyboard for your final projects.
Projects are due at the beginning of class on April 15, 2024.
This project will involve making a game or community-based program. In the attached slide set the assignment is explained.
You need to do two things today.
🌻1) First select which final project you are going to complete and create a storyboard.
🌻2) In the google doc you will explain which project you are selecting and what your project is going to be about. In the same document add the storyboard that you are going to use to create the project.
If you have any questions, let me know.
🌸ღ꧁ღ╭⊱ꕥ Mrs. Ouielle-Silva ꕥ⊱╮ღ꧂ღ 🌸
Due:
Lesson 4-17 - Programming Final Scratch Project 2024
Students will be able to:
Decide on their final project Scratch game: A Game or A Community Project using Scratch?
Start your storyboard for your final projects.
Projects are due at the beginning of class on April 15, 2024.
This project will involve making a game or community-based program. In the attached slide set the assignment is explained.
You need to do two things today.
🌻1) First select which final project you are going to complete and create a storyboard.
🌻2) In the google doc you will explain which project you are selecting and what your project is going to be about. In the same document add the storyboard that you are going to use to create the project.
If you have any questions, let me know.
🌸ღ꧁ღ╭⊱ꕥ Mrs. Ouielle-Silva ꕥ⊱╮ღ꧂ღ 🌸
Decide on their final project Scratch game: A Game or A Community Project using Scratch?
Start your storyboard for your final projects.
Projects are due at the beginning of class on April 15, 2024.
This project will involve making a game or community-based program. In the attached slide set the assignment is explained.
You need to do two things today.
🌻1) First select which final project you are going to complete and create a storyboard.
🌻2) In the google doc you will explain which project you are selecting and what your project is going to be about. In the same document add the storyboard that you are going to use to create the project.
If you have any questions, let me know.
🌸ღ꧁ღ╭⊱ꕥ Mrs. Ouielle-Silva ꕥ⊱╮ღ꧂ღ 🌸
Due:
4-16 Investigating Games
The students will be able to:
Investigate two different types of games.
Get ideas for their final projects. Projects are due 4/05/2024 - to get full credit. LATE submissions get partial credit.
1) Open the MONKEY GAME link from your slide deck
. Make sure you click on: REMIX
Play the game > Finish it >
Complete Google Form #1
Post your link in our Class Google Sheet
2) Open the PINBALL link in your assignment
Make sure you click on: REMIX
Play the game > Finish it > Complete Google Form #2
Post your link in our Class Google Sheet
Investigate two different types of games.
Get ideas for their final projects. Projects are due 4/05/2024 - to get full credit. LATE submissions get partial credit.
1) Open the MONKEY GAME link from your slide deck
. Make sure you click on: REMIX
Play the game > Finish it >
Complete Google Form #1
Post your link in our Class Google Sheet
2) Open the PINBALL link in your assignment
Make sure you click on: REMIX
Play the game > Finish it > Complete Google Form #2
Post your link in our Class Google Sheet
Due:
4-16 Investigating Games
The students will be able to:
Investigate two different types of games.
Get ideas for their final projects. Projects are due 4/05/2024 - to get full credit. LATE submissions get partial credit.
1) Open the MONKEY GAME link from your slide deck
. Make sure you click on: REMIX
Play the game > Finish it >
Complete Google Form #1
Post your link in our Class Google Sheet
2) Open the PINBALL link in your assignment
Make sure you click on: REMIX
Play the game > Finish it > Complete Google Form #2
Post your link in our Class Google Sheet
Investigate two different types of games.
Get ideas for their final projects. Projects are due 4/05/2024 - to get full credit. LATE submissions get partial credit.
1) Open the MONKEY GAME link from your slide deck
. Make sure you click on: REMIX
Play the game > Finish it >
Complete Google Form #1
Post your link in our Class Google Sheet
2) Open the PINBALL link in your assignment
Make sure you click on: REMIX
Play the game > Finish it > Complete Google Form #2
Post your link in our Class Google Sheet
Due:
4-16 Investigating Games
The students will be able to:
Investigate two different types of games.
Get ideas for their final projects. Projects are due 4/05/2024 - to get full credit. LATE submissions get partial credit.
1) Open the MONKEY GAME link from your slide deck
. Make sure you click on: REMIX
Play the game > Finish it >
Complete Google Form #1
Post your link in our Class Google Sheet
2) Open the PINBALL link in your assignment
Make sure you click on: REMIX
Play the game > Finish it > Complete Google Form #2
Post your link in our Class Google Sheet
Investigate two different types of games.
Get ideas for their final projects. Projects are due 4/05/2024 - to get full credit. LATE submissions get partial credit.
1) Open the MONKEY GAME link from your slide deck
. Make sure you click on: REMIX
Play the game > Finish it >
Complete Google Form #1
Post your link in our Class Google Sheet
2) Open the PINBALL link in your assignment
Make sure you click on: REMIX
Play the game > Finish it > Complete Google Form #2
Post your link in our Class Google Sheet
Due:
4-16 Investigating Games
The students will be able to:
Investigate two different types of games.
Get ideas for their final projects. Projects are due 4/05/2024 - to get full credit. LATE submissions get partial credit.
1) Open the MONKEY GAME link from your slide deck
. Make sure you click on: REMIX
Play the game > Finish it >
Complete Google Form #1
Post your link in our Class Google Sheet
2) Open the PINBALL link in your assignment
Make sure you click on: REMIX
Play the game > Finish it > Complete Google Form #2
Post your link in our Class Google Sheet
Investigate two different types of games.
Get ideas for their final projects. Projects are due 4/05/2024 - to get full credit. LATE submissions get partial credit.
1) Open the MONKEY GAME link from your slide deck
. Make sure you click on: REMIX
Play the game > Finish it >
Complete Google Form #1
Post your link in our Class Google Sheet
2) Open the PINBALL link in your assignment
Make sure you click on: REMIX
Play the game > Finish it > Complete Google Form #2
Post your link in our Class Google Sheet
Due:
4-15 Creating a Timing Game
The students will be able to:
Create a timing game. (remember to personalize it by adding a couple of unique features)
Assess their peers to help them gauge progress.
Evaluate their peers’ timing games.
Please, watch the video recording from my previous class so you can see the 2 exemplars from the slide show- start watching the video in minute 1:08
You will have the 2nd part of this lesson and the following block to work on your "Timing Game".
*Add your final project to our project list in Google Sheets and make sure your project is ready on March 22, 2024 for peer-work.
No "remix" are allowed.
Make sure you add the game instructions on "how to start the game" right at the beginning scene... For example "click "X" key to start/to catch the "Ys"/ to ... or use your "space bar" to start the game or something like this.
*If a player would use your game s/he won't know where to press to start the game. Also, remember to add an "end scene"
Super Important: Check your spelling!!!!
Thanks a lot,
Create a timing game. (remember to personalize it by adding a couple of unique features)
Assess their peers to help them gauge progress.
Evaluate their peers’ timing games.
Please, watch the video recording from my previous class so you can see the 2 exemplars from the slide show- start watching the video in minute 1:08
You will have the 2nd part of this lesson and the following block to work on your "Timing Game".
*Add your final project to our project list in Google Sheets and make sure your project is ready on March 22, 2024 for peer-work.
No "remix" are allowed.
Make sure you add the game instructions on "how to start the game" right at the beginning scene... For example "click "X" key to start/to catch the "Ys"/ to ... or use your "space bar" to start the game or something like this.
*If a player would use your game s/he won't know where to press to start the game. Also, remember to add an "end scene"
Super Important: Check your spelling!!!!
Thanks a lot,
Due:
4-15 Creating a Timing Game
The students will be able to:
Create a timing game. (remember to personalize it by adding a couple of unique features)
Assess their peers to help them gauge progress.
Evaluate their peers’ timing games.
Please, watch the video recording from my previous class so you can see the 2 exemplars from the slide show- start watching the video in minute 1:08
You will have the 2nd part of this lesson and the following block to work on your "Timing Game".
*Add your final project to our project list in Google Sheets and make sure your project is ready on March 22, 2024 for peer-work.
No "remix" are allowed.
Make sure you add the game instructions on "how to start the game" right at the beginning scene... For example "click "X" key to start/to catch the "Ys"/ to ... or use your "space bar" to start the game or something like this.
*If a player would use your game s/he won't know where to press to start the game. Also, remember to add an "end scene"
Super Important: Check your spelling!!!!
Thanks a lot,
Create a timing game. (remember to personalize it by adding a couple of unique features)
Assess their peers to help them gauge progress.
Evaluate their peers’ timing games.
Please, watch the video recording from my previous class so you can see the 2 exemplars from the slide show- start watching the video in minute 1:08
You will have the 2nd part of this lesson and the following block to work on your "Timing Game".
*Add your final project to our project list in Google Sheets and make sure your project is ready on March 22, 2024 for peer-work.
No "remix" are allowed.
Make sure you add the game instructions on "how to start the game" right at the beginning scene... For example "click "X" key to start/to catch the "Ys"/ to ... or use your "space bar" to start the game or something like this.
*If a player would use your game s/he won't know where to press to start the game. Also, remember to add an "end scene"
Super Important: Check your spelling!!!!
Thanks a lot,
Due:
4-15 Creating a Timing Game
The students will be able to:
Create a timing game. (remember to personalize it by adding a couple of unique features)
Assess their peers to help them gauge progress.
Evaluate their peers’ timing games.
Please, watch the video recording from my previous class so you can see the 2 exemplars from the slide show- start watching the video in minute 1:08
You will have the 2nd part of this lesson and the following block to work on your "Timing Game".
*Add your final project to our project list in Google Sheets and make sure your project is ready on March 22, 2024 for peer-work.
No "remix" are allowed.
Make sure you add the game instructions on "how to start the game" right at the beginning scene... For example "click "X" key to start/to catch the "Ys"/ to ... or use your "space bar" to start the game or something like this.
*If a player would use your game s/he won't know where to press to start the game. Also, remember to add an "end scene"
Super Important: Check your spelling!!!!
Thanks a lot,
Create a timing game. (remember to personalize it by adding a couple of unique features)
Assess their peers to help them gauge progress.
Evaluate their peers’ timing games.
Please, watch the video recording from my previous class so you can see the 2 exemplars from the slide show- start watching the video in minute 1:08
You will have the 2nd part of this lesson and the following block to work on your "Timing Game".
*Add your final project to our project list in Google Sheets and make sure your project is ready on March 22, 2024 for peer-work.
No "remix" are allowed.
Make sure you add the game instructions on "how to start the game" right at the beginning scene... For example "click "X" key to start/to catch the "Ys"/ to ... or use your "space bar" to start the game or something like this.
*If a player would use your game s/he won't know where to press to start the game. Also, remember to add an "end scene"
Super Important: Check your spelling!!!!
Thanks a lot,
Due:
Lesson 4-14 - Creating a Timer
The students will be able to:
Understand Custom Blocks with parameters
Create a timer
Create and implement a timer block with a parameter
Prompt the user for input
*Exemplar on the last slide*
*Add your timer link to our Projects File
Understand Custom Blocks with parameters
Create a timer
Create and implement a timer block with a parameter
Prompt the user for input
*Exemplar on the last slide*
*Add your timer link to our Projects File
Due:
Lesson 4-14 - Creating a Timer
The students will be able to:
Understand Custom Blocks with parameters
Create a timer
Create and implement a timer block with a parameter
Prompt the user for input
*Exemplar on the last slide*
*Add your timer link to our Projects File
Understand Custom Blocks with parameters
Create a timer
Create and implement a timer block with a parameter
Prompt the user for input
*Exemplar on the last slide*
*Add your timer link to our Projects File
Due:
Lesson 4-14 - Creating a Timer
The students will be able to:
Understand Custom Blocks with parameters
Create a timer
Create and implement a timer block with a parameter
Prompt the user for input
*Exemplar on the last slide*
*Add your timer link to our Projects File
Understand Custom Blocks with parameters
Create a timer
Create and implement a timer block with a parameter
Prompt the user for input
*Exemplar on the last slide*
*Add your timer link to our Projects File
Due:
Lesson 4-13 Dance to Music (Abstraction Project)
Day 1 3/12/24- Dance to Music (Look at the last slide for a visual idea of "the ballerina project") Create your own new blocks for each "dance move". (You can watch my recorded lesson below -if you need a review) You have the rest of today and the next class to complete this project.
Day 2 3/14/24 - Coordination to Dance to Music -see exemplar posted in slide presentation Day 1 -last slide.
Code must be ready at the beginning of class on March 18th, 2024 - @ the beginning of class
Day 2 3/14/24 - Coordination to Dance to Music -see exemplar posted in slide presentation Day 1 -last slide.
Code must be ready at the beginning of class on March 18th, 2024 - @ the beginning of class
Due:
Lesson 4-13 Dance to Music (Abstraction Project)
Day 1 3/12/24- Dance to Music (Look at the last slide for a visual idea of "the ballerina project") Create your own new blocks for each "dance move". (You can watch my recorded lesson below -if you need a review) You have the rest of today and the next class to complete this project.
Day 2 3/14/24 - Coordination to Dance to Music -see exemplar posted in slide presentation Day 1 -last slide.
Code must be ready at the beginning of class on March 18th, 2024 - @ the beginning of class
Day 2 3/14/24 - Coordination to Dance to Music -see exemplar posted in slide presentation Day 1 -last slide.
Code must be ready at the beginning of class on March 18th, 2024 - @ the beginning of class
Due:
Lesson 4-12 Abstraction (Going to Mars)
The student will be able to:
Explain abstraction
Identify examples of abstraction in everyday life.
Modify/remix a program to use user-defined blocks to represent more detailed tasks commands.
Download the Space Travel Starter (REMIX)
Create abstractions (blocks) for:
🌕 Go to Mars
🪐Go to Saturn
🌑 Go to Pluto
🌎 Go to Earth
Exemplars> visit: https://scratch.mit.edu/projects/490191863 (CANNOT BE REMIXED or NO CREDIT WILL BE GIVEN)
Update the main program to use your blocks. Add your file to our Scratch Project file and turn it in.
Explain abstraction
Identify examples of abstraction in everyday life.
Modify/remix a program to use user-defined blocks to represent more detailed tasks commands.
Download the Space Travel Starter (REMIX)
Create abstractions (blocks) for:
🌕 Go to Mars
🪐Go to Saturn
🌑 Go to Pluto
🌎 Go to Earth
Exemplars> visit: https://scratch.mit.edu/projects/490191863 (CANNOT BE REMIXED or NO CREDIT WILL BE GIVEN)
Update the main program to use your blocks. Add your file to our Scratch Project file and turn it in.
Due:
Lesson 4-12 Abstraction (Going to Mars)
The student will be able to:
Explain abstraction
Identify examples of abstraction in everyday life.
Modify/remix a program to use user-defined blocks to represent more detailed tasks commands.
Download the Space Travel Starter (REMIX)
Create abstractions (blocks) for:
🌕 Go to Mars
🪐Go to Saturn
🌑 Go to Pluto
🌎 Go to Earth
Exemplars> visit: https://scratch.mit.edu/projects/490191863 (CANNOT BE REMIXED or NO CREDIT WILL BE GIVEN)
Update the main program to use your blocks. Add your file to our Scratch Project file and turn it in.
Explain abstraction
Identify examples of abstraction in everyday life.
Modify/remix a program to use user-defined blocks to represent more detailed tasks commands.
Download the Space Travel Starter (REMIX)
Create abstractions (blocks) for:
🌕 Go to Mars
🪐Go to Saturn
🌑 Go to Pluto
🌎 Go to Earth
Exemplars> visit: https://scratch.mit.edu/projects/490191863 (CANNOT BE REMIXED or NO CREDIT WILL BE GIVEN)
Update the main program to use your blocks. Add your file to our Scratch Project file and turn it in.
Due:
Lesson 4-12 Abstraction (Going to Mars)
The student will be able to:
Explain abstraction
Identify examples of abstraction in everyday life.
Modify/remix a program to use user-defined blocks to represent more detailed tasks commands.
Download the Space Travel Starter (REMIX)
Create abstractions (blocks) for:
🌕 Go to Mars
🪐Go to Saturn
🌑 Go to Pluto
🌎 Go to Earth
Exemplars> visit: https://scratch.mit.edu/projects/490191863 (CANNOT BE REMIXED or NO CREDIT WILL BE GIVEN)
Update the main program to use your blocks. Add your file to our Scratch Project file and turn it in.
Explain abstraction
Identify examples of abstraction in everyday life.
Modify/remix a program to use user-defined blocks to represent more detailed tasks commands.
Download the Space Travel Starter (REMIX)
Create abstractions (blocks) for:
🌕 Go to Mars
🪐Go to Saturn
🌑 Go to Pluto
🌎 Go to Earth
Exemplars> visit: https://scratch.mit.edu/projects/490191863 (CANNOT BE REMIXED or NO CREDIT WILL BE GIVEN)
Update the main program to use your blocks. Add your file to our Scratch Project file and turn it in.
Due:
Lesson 4-11 Rock, Paper, Scissors
Lesson 4-11 - Rock Paper Scissors - Post your project link when you finish it.
Use the link below as your "Rock, Paper, Scissors Starter"
>remember to click "remix" to make your own copy.
Post your link in our Google Sheet so you can get full credit. Links posted after the deadline will be graded accordingly- Late Post/Submission Policy.
Use the link below as your "Rock, Paper, Scissors Starter"
>remember to click "remix" to make your own copy.
Post your link in our Google Sheet so you can get full credit. Links posted after the deadline will be graded accordingly- Late Post/Submission Policy.
Due:
Lesson 4-11 Rock, Paper, Scissors
Lesson 4-11 - Rock Paper Scissors - Post your project link when you finish it.
Use the link below as your "Rock, Paper, Scissors Starter"
>remember to click "remix" to make your own copy.
Post your link in our Google Sheet so you can get full credit. Links posted after the deadline will be graded accordingly- Late Post/Submission Policy.
Use the link below as your "Rock, Paper, Scissors Starter"
>remember to click "remix" to make your own copy.
Post your link in our Google Sheet so you can get full credit. Links posted after the deadline will be graded accordingly- Late Post/Submission Policy.
Due:
Lesson 4-11 Rock, Paper, Scissors
Lesson 4-11 - Rock Paper Scissors - Post your project link when you finish it.
Use the link below as your "Rock, Paper, Scissors Starter"
>remember to click "remix" to make your own copy.
Post your link in our Google Sheet so you can get full credit. Links posted after the deadline will be graded accordingly- Late Post/Submission Policy.
Use the link below as your "Rock, Paper, Scissors Starter"
>remember to click "remix" to make your own copy.
Post your link in our Google Sheet so you can get full credit. Links posted after the deadline will be graded accordingly- Late Post/Submission Policy.
Due:
4-10 Part 2 - Randomness
Scratch Taks:
o plan and organize ideas to develop a program
o compare multiple scripts to determine which is the most appropriate for the task
o store and modify data using variables
o compare coding blocks to determine their function and select an appropriate value to complete a task
o debug errors to find and fix a mistake in a script
o test and refine scripts
o edit blocks to improve a script and produce a unique outcome
Add your project link to our 5th Per Scratch -Google Sheet, please.
o plan and organize ideas to develop a program
o compare multiple scripts to determine which is the most appropriate for the task
o store and modify data using variables
o compare coding blocks to determine their function and select an appropriate value to complete a task
o debug errors to find and fix a mistake in a script
o test and refine scripts
o edit blocks to improve a script and produce a unique outcome
Add your project link to our 5th Per Scratch -Google Sheet, please.
Due:
Lesson 4-10 Part 1 Conditionals: AND and OR
Today we continue with our Scratch unit.
Lesson 4-10 Part 1 Conditionals: AND and OR
Use conditionals with AND and OR to write a social media quiz program (post your project link in our Google sheet when finished)
Project due next class -at the beginning of class
We won't have time to work on it during class- if you need help see me today during Aclab or tomorrow before/after school. Late submissions will get points deducted.
Lesson 4-10 Part 1 Conditionals: AND and OR
Use conditionals with AND and OR to write a social media quiz program (post your project link in our Google sheet when finished)
Project due next class -at the beginning of class
We won't have time to work on it during class- if you need help see me today during Aclab or tomorrow before/after school. Late submissions will get points deducted.
Due:
4-10 Part 2 - Randomness
Scratch Taks:
o plan and organize ideas to develop a program
o compare multiple scripts to determine which is the most appropriate for the task
o store and modify data using variables
o compare coding blocks to determine their function and select an appropriate value to complete a task
o debug errors to find and fix a mistake in a script
o test and refine scripts
o edit blocks to improve a script and produce a unique outcome
Add your project link to our 5th Per Scratch -Google Sheet, please.
o plan and organize ideas to develop a program
o compare multiple scripts to determine which is the most appropriate for the task
o store and modify data using variables
o compare coding blocks to determine their function and select an appropriate value to complete a task
o debug errors to find and fix a mistake in a script
o test and refine scripts
o edit blocks to improve a script and produce a unique outcome
Add your project link to our 5th Per Scratch -Google Sheet, please.
Due:
Lesson 4-10 Part 1 Conditionals: AND and OR
Today we continue with our Scratch unit.
Lesson 4-10 Part 1 Conditionals: AND and OR
Use conditionals with AND and OR to write a social media quiz program (post your project link in our Google sheet when finished)
Project due next class -at the beginning of class
We won't have time to work on it during class- if you need help see me today during Aclab or tomorrow before/after school. Late submissions will get points deducted.
Lesson 4-10 Part 1 Conditionals: AND and OR
Use conditionals with AND and OR to write a social media quiz program (post your project link in our Google sheet when finished)
Project due next class -at the beginning of class
We won't have time to work on it during class- if you need help see me today during Aclab or tomorrow before/after school. Late submissions will get points deducted.
Due:
4-10 Part 2 - Randomness
Scratch Taks:
o plan and organize ideas to develop a program
o compare multiple scripts to determine which is the most appropriate for the task
o store and modify data using variables
o compare coding blocks to determine their function and select an appropriate value to complete a task
o debug errors to find and fix a mistake in a script
o test and refine scripts
o edit blocks to improve a script and produce a unique outcome
Add your project link to our 5th Per Scratch -Google Sheet, please.
o plan and organize ideas to develop a program
o compare multiple scripts to determine which is the most appropriate for the task
o store and modify data using variables
o compare coding blocks to determine their function and select an appropriate value to complete a task
o debug errors to find and fix a mistake in a script
o test and refine scripts
o edit blocks to improve a script and produce a unique outcome
Add your project link to our 5th Per Scratch -Google Sheet, please.
Due:
Lesson 4-10 Part 1 Conditionals: AND and OR
Today we continue with our Scratch unit.
Lesson 4-10 Part 1 Conditionals: AND and OR
Use conditionals with AND and OR to write a social media quiz program (post your project link in our Google sheet when finished)
Project due next class -at the beginning of class
We won't have time to work on it during class- if you need help see me today during Aclab or tomorrow before/after school. Late submissions will get points deducted.
Lesson 4-10 Part 1 Conditionals: AND and OR
Use conditionals with AND and OR to write a social media quiz program (post your project link in our Google sheet when finished)
Project due next class -at the beginning of class
We won't have time to work on it during class- if you need help see me today during Aclab or tomorrow before/after school. Late submissions will get points deducted.
Due:
4-8 Variables due 2-29-2024 beginning of class.
4-8 Variables
The students will be able to:
Explain the concept of variables.
Create examples of variables.
Explain the concept of iteration.
Create examples of iteration in your new project 4.8.
Open the exemplar and read the "Post-it messages carefully" - Absolutely NO REMIX allowed.
Post your work in our Google Sheet. This is an easy project -have it ready @ the beginning of class on Thursday, Feb 29, 2024
The students will be able to:
Explain the concept of variables.
Create examples of variables.
Explain the concept of iteration.
Create examples of iteration in your new project 4.8.
Open the exemplar and read the "Post-it messages carefully" - Absolutely NO REMIX allowed.
Post your work in our Google Sheet. This is an easy project -have it ready @ the beginning of class on Thursday, Feb 29, 2024
Due:
4-8 Variables due 2-29-2024 beginning of class.
4-8 Variables
The students will be able to:
Explain the concept of variables.
Create examples of variables.
Explain the concept of iteration.
Create examples of iteration in your new project 4.8.
Open the exemplar and read the "Post-it messages carefully" - Absolutely NO REMIX allowed.
Post your work in our Google Sheet. This is an easy project -have it ready @ the beginning of class on Thursday, Feb 29, 2024
The students will be able to:
Explain the concept of variables.
Create examples of variables.
Explain the concept of iteration.
Create examples of iteration in your new project 4.8.
Open the exemplar and read the "Post-it messages carefully" - Absolutely NO REMIX allowed.
Post your work in our Google Sheet. This is an easy project -have it ready @ the beginning of class on Thursday, Feb 29, 2024
Due:
4-9 Conditionals due 2-29-2024 beginning of class.
The students will be able to:
Explain the concept of conditionals.
Enhance a variable program with conditionals by "expanding the new program/ project 4.9 ".
Open the exemplar and read the "Post-it messages carefully" - Absolutely NO REMIX allowed.
Post your work in our Google Sheet. This is an easy project 4.9 -have it ready @ the beginning of class on Thursday, Feb 29, 2024
Explain the concept of conditionals.
Enhance a variable program with conditionals by "expanding the new program/ project 4.9 ".
Open the exemplar and read the "Post-it messages carefully" - Absolutely NO REMIX allowed.
Post your work in our Google Sheet. This is an easy project 4.9 -have it ready @ the beginning of class on Thursday, Feb 29, 2024
Due:
4-9 Conditionals due 2-29-2024 beginning of class.
The students will be able to:
Explain the concept of conditionals.
Enhance a variable program with conditionals by "expanding the new program/ project 4.9 ".
Open the exemplar and read the "Post-it messages carefully" - Absolutely NO REMIX allowed.
Post your work in our Google Sheet. This is an easy project 4.9 -have it ready @ the beginning of class on Thursday, Feb 29, 2024
Explain the concept of conditionals.
Enhance a variable program with conditionals by "expanding the new program/ project 4.9 ".
Open the exemplar and read the "Post-it messages carefully" - Absolutely NO REMIX allowed.
Post your work in our Google Sheet. This is an easy project 4.9 -have it ready @ the beginning of class on Thursday, Feb 29, 2024
Due:
4-7 Scratch Story Project
Intro to new 4-7 Scratch Story Project. (You have today and next class to complete this project) due Tuesday 2/27/2024 at the beginning of class -NOT during class time. 7 % will be deducted to LATE submissions. Plan ACCORDINGLY.
Remember to NAME all your Scratch Projects today.
On your notebook (digital file) you will write your storyboard draft for this new project.
Always edit your spelling mistakes (dialogues), and use proper punctuation.
No "remix" is allowed for this project.
Intro: 4-7 Scratch Story Project Day 1.
You are going to create a story in Scratch and present it to your table. Your Scratch Program must have:
5 scenes
3 Sprites (animate them & add proper sound effects)
8 Say or Think Boxes - Dialogue must make sense and be free of spelling mistakes
At least one conversation
An opening & ending scene with your name. -See exemplars given.
Prepare a 3-min presentation explaining how your events (broadcast blocks) were used to transition from one scene to another.
Day 1:
Before you leave today I want to see:
A storyboard in your journals/notebooks
Your digital Timeline Worksheet for the first scene
Remember to NAME all your Scratch Projects today.
On your notebook (digital file) you will write your storyboard draft for this new project.
Always edit your spelling mistakes (dialogues), and use proper punctuation.
No "remix" is allowed for this project.
Intro: 4-7 Scratch Story Project Day 1.
You are going to create a story in Scratch and present it to your table. Your Scratch Program must have:
5 scenes
3 Sprites (animate them & add proper sound effects)
8 Say or Think Boxes - Dialogue must make sense and be free of spelling mistakes
At least one conversation
An opening & ending scene with your name. -See exemplars given.
Prepare a 3-min presentation explaining how your events (broadcast blocks) were used to transition from one scene to another.
Day 1:
Before you leave today I want to see:
A storyboard in your journals/notebooks
Your digital Timeline Worksheet for the first scene
Due:
4-7 Scratch Story Project
Intro to new 4-7 Scratch Story Project. (You have today and next class to complete this project) due Tuesday 2/27/2024 at the beginning of class -NOT during class time. 7 % will be deducted to LATE submissions. Plan ACCORDINGLY.
Remember to NAME all your Scratch Projects today.
On your notebook (digital file) you will write your storyboard draft for this new project.
Always edit your spelling mistakes (dialogues), and use proper punctuation.
No "remix" is allowed for this project.
Intro: 4-7 Scratch Story Project Day 1.
You are going to create a story in Scratch and present it to your table. Your Scratch Program must have:
5 scenes
3 Sprites (animate them & add proper sound effects)
8 Say or Think Boxes - Dialogue must make sense and be free of spelling mistakes
At least one conversation
An opening & ending scene with your name. -See exemplars given.
Prepare a 3-min presentation explaining how your events (broadcast blocks) were used to transition from one scene to another.
Day 1:
Before you leave today I want to see:
A storyboard in your journals/notebooks
Your digital Timeline Worksheet for the first scene
Remember to NAME all your Scratch Projects today.
On your notebook (digital file) you will write your storyboard draft for this new project.
Always edit your spelling mistakes (dialogues), and use proper punctuation.
No "remix" is allowed for this project.
Intro: 4-7 Scratch Story Project Day 1.
You are going to create a story in Scratch and present it to your table. Your Scratch Program must have:
5 scenes
3 Sprites (animate them & add proper sound effects)
8 Say or Think Boxes - Dialogue must make sense and be free of spelling mistakes
At least one conversation
An opening & ending scene with your name. -See exemplars given.
Prepare a 3-min presentation explaining how your events (broadcast blocks) were used to transition from one scene to another.
Day 1:
Before you leave today I want to see:
A storyboard in your journals/notebooks
Your digital Timeline Worksheet for the first scene
Due:
4-7 Scratch Story Project
Intro to new 4-7 Scratch Story Project. (You have today and next class to complete this project) due Tuesday 2/27/2024 at the beginning of class -NOT during class time. 7 % will be deducted to LATE submissions. Plan ACCORDINGLY.
Remember to NAME all your Scratch Projects today.
On your notebook (digital file) you will write your story timeline draft for this new project.
Always edit your spelling mistakes (dialogues), and use proper punctuation.
No "remix" is allowed for this project.
Intro: 4-7 Scratch Story Project Day 1.
You are going to create a story in Scratch and present it to your table. Your Scratch Program must have:
5 scenes
3 Sprites (animate them & add proper sound effects)
8 Say or Think Boxes - Dialogue must make sense and be free of spelling mistakes
At least one conversation
An opening & ending scene with your name. -See exemplars given.
Prepare a 3-min presentation explaining how your events (broadcast blocks) were used to transition from one scene to another.
Day 1:
Before you leave today I want to see:
A storyboard in your journals/notebooks
Your digital Timeline Worksheet for the first scene
Remember to NAME all your Scratch Projects today.
On your notebook (digital file) you will write your story timeline draft for this new project.
Always edit your spelling mistakes (dialogues), and use proper punctuation.
No "remix" is allowed for this project.
Intro: 4-7 Scratch Story Project Day 1.
You are going to create a story in Scratch and present it to your table. Your Scratch Program must have:
5 scenes
3 Sprites (animate them & add proper sound effects)
8 Say or Think Boxes - Dialogue must make sense and be free of spelling mistakes
At least one conversation
An opening & ending scene with your name. -See exemplars given.
Prepare a 3-min presentation explaining how your events (broadcast blocks) were used to transition from one scene to another.
Day 1:
Before you leave today I want to see:
A storyboard in your journals/notebooks
Your digital Timeline Worksheet for the first scene
Due:
Black Excellence in Computer Science
Students will create a digital poster highlighting the contributions of ONE of the following scientists to the field of computer science:
Engineer: Mary Jackson
Computer Scientist: Dorothy Vaughn
Mathematician: Katherine Goble > Katherine Johnson
Your poster will be assessed based on:
Content
Creativity and Innovation
Visual Design and Organization ( 4 relevant images minimum)
Mechanics/spelling
Add a famous QUOTE from this scientist
Follow the rubric attached so you know how and what will be graded.
Engineer: Mary Jackson
Computer Scientist: Dorothy Vaughn
Mathematician: Katherine Goble > Katherine Johnson
Your poster will be assessed based on:
Content
Creativity and Innovation
Visual Design and Organization ( 4 relevant images minimum)
Mechanics/spelling
Add a famous QUOTE from this scientist
Follow the rubric attached so you know how and what will be graded.
Due:
Black Excellence in Computer Science
Students will create a digital poster highlighting the contributions of ONE of the following scientists to the field of computer science:
Engineer: Mary Jackson
Computer Scientist: Dorothy Vaughn
Mathematician: Katherine Goble > Katherine Johnson
Your poster will be assessed based on:
Content
Creativity and Innovation
Visual Design and Organization ( 4 relevant images minimum)
Mechanics/spelling
Add a famous QUOTE from this scientist
Follow the rubric attached so you know how and what will be graded.
Engineer: Mary Jackson
Computer Scientist: Dorothy Vaughn
Mathematician: Katherine Goble > Katherine Johnson
Your poster will be assessed based on:
Content
Creativity and Innovation
Visual Design and Organization ( 4 relevant images minimum)
Mechanics/spelling
Add a famous QUOTE from this scientist
Follow the rubric attached so you know how and what will be graded.
Due:
Black Excellence in Computer Science
Stu
Students will create a digital poster (slide, canva, google doc) highlighting the contributions of ONE of the following scientists to the field of computer science:
Engineer: Mary Jackson
Computer Scientist: Dorothy Vaughn
Mathematician: Katherine Goble > Katherine Johnson
Your poster will be assessed based on:
Content
Creativity and Innovation
Visual Design and Organization ( 4 relevant images minimum)
Mechanics/spelling
Add a famous QUOTE from this scientist
Follow the rubric attached so you know how and what will be graded.
Students will create a digital poster (slide, canva, google doc) highlighting the contributions of ONE of the following scientists to the field of computer science:
Engineer: Mary Jackson
Computer Scientist: Dorothy Vaughn
Mathematician: Katherine Goble > Katherine Johnson
Your poster will be assessed based on:
Content
Creativity and Innovation
Visual Design and Organization ( 4 relevant images minimum)
Mechanics/spelling
Add a famous QUOTE from this scientist
Follow the rubric attached so you know how and what will be graded.
Due:
4-6 Summer Story Broadcasting
1. Adventure Animation Online Gallery Walk
2. Self-reflection
3. Intro new project 4-6
4. Complete the program for the Summer Story -
4-6 Summer Story Instructions
Due date: -Have it ready before class - and post your link in the google sheet
-Remember to bookmark the Scratch Projects Google Sheet
Look at the slide where the rubric is posted and make sure your project meets all the criteria listed there.
*Last 4 slides have the coding for the "Broadcasting exemplar I showed you this morning"
2. Self-reflection
3. Intro new project 4-6
4. Complete the program for the Summer Story -
4-6 Summer Story Instructions
Due date: -Have it ready before class - and post your link in the google sheet
-Remember to bookmark the Scratch Projects Google Sheet
Look at the slide where the rubric is posted and make sure your project meets all the criteria listed there.
*Last 4 slides have the coding for the "Broadcasting exemplar I showed you this morning"
Due:
4-6 Summer Story Broadcasting
1. Adventure Animation Online Gallery Walk
2. Self-reflection
3. Intro new project 4-6
4. Complete the program for the Summer Story -
4-6 Summer Story Instructions
Due date: -Have it ready before class - and post your link in the google sheet
-Remember to bookmark the Scratch Projects Google Sheet
Look at the slide where the rubric is posted and make sure your project meets all the criteria listed there.
*Last 4 slides have the coding for the "Broadcasting exemplar I showed you this morning"
2. Self-reflection
3. Intro new project 4-6
4. Complete the program for the Summer Story -
4-6 Summer Story Instructions
Due date: -Have it ready before class - and post your link in the google sheet
-Remember to bookmark the Scratch Projects Google Sheet
Look at the slide where the rubric is posted and make sure your project meets all the criteria listed there.
*Last 4 slides have the coding for the "Broadcasting exemplar I showed you this morning"
Due:
4-6 Summer Story Broadcasting
1. Adventure Animation Online Gallery Walk
2. Self-reflection
3. Intro new project 4-6
4. Complete the program for the Summer Story -
4-6 Summer Story Instructions
Due date: -Have it ready before class - and post your link in the google sheet
-Remember to bookmark the Scratch Projects Google Sheet
Look at the slide where the rubric is posted and make sure your project meets all the criteria listed there.
*Last 4 slides have the coding for the "Broadcasting exemplar I showed you this morning"
2. Self-reflection
3. Intro new project 4-6
4. Complete the program for the Summer Story -
4-6 Summer Story Instructions
Due date: -Have it ready before class - and post your link in the google sheet
-Remember to bookmark the Scratch Projects Google Sheet
Look at the slide where the rubric is posted and make sure your project meets all the criteria listed there.
*Last 4 slides have the coding for the "Broadcasting exemplar I showed you this morning"
Due:
4-5 Event Driven Programs in Scratch
💻The programs you have written so far have really just been animations. You click the "green flag" and then sit back and watch what happens. In all these cases the program controls the action.
💻 In an event-driven program, the user controls the actions by typing a key, clicking the mouse, etc. The outcome of the program is not known in advance.
Today you will create an Adventure Animation in Scratch and you will have next class to finish it.
Upload your storyboard in the goog doc posted here (4-5 My Storyboard) Instructions on your Adventure Project are posted in the slide deck -READ CAREFULLY and follow the instructions!!!
💻 In an event-driven program, the user controls the actions by typing a key, clicking the mouse, etc. The outcome of the program is not known in advance.
Today you will create an Adventure Animation in Scratch and you will have next class to finish it.
Upload your storyboard in the goog doc posted here (4-5 My Storyboard) Instructions on your Adventure Project are posted in the slide deck -READ CAREFULLY and follow the instructions!!!
Due:
4-5 Event Driven Programs in Scratch
💻The programs you have written so far have really just been animations. You click the "green flag" and then sit back and watch what happens. In all these cases the program controls the action.
💻 In an event-driven program, the user controls the actions by typing a key, clicking the mouse, etc. The outcome of the program is not known in advance.
Today you will create an Adventure Animation in Scratch and you will have next class to finish it.
Upload your storyboard in the goog doc posted here (4-5 My Storyboard) Instructions on your Adventure Project are posted in the slide deck -READ CAREFULLY and follow the instructions!!!
💻 In an event-driven program, the user controls the actions by typing a key, clicking the mouse, etc. The outcome of the program is not known in advance.
Today you will create an Adventure Animation in Scratch and you will have next class to finish it.
Upload your storyboard in the goog doc posted here (4-5 My Storyboard) Instructions on your Adventure Project are posted in the slide deck -READ CAREFULLY and follow the instructions!!!
Due:
4-5 Event Driven Programs in Scratch
💻The programs you have written so far have really just been animations. You click the "green flag" and then sit back and watch what happens. In all these cases the program controls the action.
💻 In an event-driven program, the user controls the actions by typing a key, clicking the mouse, etc. The outcome of the program is not known in advance.
Today you will create an Adventure Animation in Scratch and you will have next class to finish it.
Upload your storyboard in the goog doc posted here (4-5 My Storyboard) Instructions on your Adventure Project are posted in the slide deck -READ CAREFULLY and follow the instructions!!!
💻 In an event-driven program, the user controls the actions by typing a key, clicking the mouse, etc. The outcome of the program is not known in advance.
Today you will create an Adventure Animation in Scratch and you will have next class to finish it.
Upload your storyboard in the goog doc posted here (4-5 My Storyboard) Instructions on your Adventure Project are posted in the slide deck -READ CAREFULLY and follow the instructions!!!
Due:
4-4 - Moving Sprites in Scratch
Complete the attached worksheet that helps you understand what tools to use in Scratch to program your Sprite to move.
Complete the map program.
Add the link to our SCRATCH Google Sheet File (bookmark it) and turn it in.
If questions, let us know during class or Aclab. No emails, please. This is better explained in person!
🌷Thank you,
🌸ღ╭⊱ꕥ Mrs. Ouiellé-Silva ꕥ⊱╮ღ 🌸
Complete the map program.
Add the link to our SCRATCH Google Sheet File (bookmark it) and turn it in.
If questions, let us know during class or Aclab. No emails, please. This is better explained in person!
🌷Thank you,
🌸ღ╭⊱ꕥ Mrs. Ouiellé-Silva ꕥ⊱╮ღ 🌸
Due:
4-4 - Moving Sprites in Scratch
Complete the attached worksheet that helps you understand what tools to use in Scratch to program your Sprite to move.
Complete the map program.
Add the link to our SCRATCH Google Sheet File (bookmark it) and turn it in.
If questions, let us know during class or Aclab. No emails, please. This is better explained in person!
🌷Thank you,
🌸ღ╭⊱ꕥ Mrs. Ouiellé-Silva ꕥ⊱╮ღ 🌸
Complete the map program.
Add the link to our SCRATCH Google Sheet File (bookmark it) and turn it in.
If questions, let us know during class or Aclab. No emails, please. This is better explained in person!
🌷Thank you,
🌸ღ╭⊱ꕥ Mrs. Ouiellé-Silva ꕥ⊱╮ღ 🌸
Due:
4-4 - Moving Sprites in Scratch
Complete the attached worksheet that helps you understand what tools to use in Scratch to program your Sprite to move.
Complete the map program.
Add the link to our SCRATCH Google Sheet File (bookmark it) and turn it in.
If questions, let us know during class or Aclab. No emails, please. This is better explained in person!
🌷Thank you,
🌸ღ╭⊱ꕥ Mrs. Ouiellé-Silva ꕥ⊱╮ღ 🌸
Complete the map program.
Add the link to our SCRATCH Google Sheet File (bookmark it) and turn it in.
If questions, let us know during class or Aclab. No emails, please. This is better explained in person!
🌷Thank you,
🌸ღ╭⊱ꕥ Mrs. Ouiellé-Silva ꕥ⊱╮ღ 🌸
Due:
4-3: Programming with Scratch
The students will be able to:
Develop a dialogue between two or more Scratch sprites.
Explain the reasoning behind how their dialogue works.
Complete project 4-3 Dialogue Knock-knock.
Develop a dialogue between two or more Scratch sprites.
Explain the reasoning behind how their dialogue works.
Complete project 4-3 Dialogue Knock-knock.
Due:
4-3: Programming with Scratch
The students will be able to:
Develop a dialogue between two or more Scratch sprites.
Explain the reasoning behind how their dialogue works.
Complete project 4-3 Dialogue Knock-knock.
Develop a dialogue between two or more Scratch sprites.
Explain the reasoning behind how their dialogue works.
Complete project 4-3 Dialogue Knock-knock.
Due:
Intro to Unit 4: Scratch Lesson 4-1 & 4-2
1/18/2024 🦋Today we start Intro to Unit 4: Scratch
The students will be able to:
Name the basic terms used in Scratch (Visit the link below to read about the different blocks).
Create a simple program in Scratch.
🦋 Unit 4: Scratch > 4.1 Name Project -You can find exemplars in our Unit 4 Links -Scratch Projects 2024.
Please be careful when you paste your project links in our 6th Scratch Projects Google Sheet. Make sure you are posting your work next to your name.
🌸ღ╭⊱ꕥ Mrs. Ouiellé-Silva ꕥ⊱╮ღ 🌸
The students will be able to:
Name the basic terms used in Scratch (Visit the link below to read about the different blocks).
Create a simple program in Scratch.
🦋 Unit 4: Scratch > 4.1 Name Project -You can find exemplars in our Unit 4 Links -Scratch Projects 2024.
Please be careful when you paste your project links in our 6th Scratch Projects Google Sheet. Make sure you are posting your work next to your name.
🌸ღ╭⊱ꕥ Mrs. Ouiellé-Silva ꕥ⊱╮ღ 🌸
Due:
Intro to Unit 4: Scratch Lesson 4-1 & 4-2
1/18/2024 🦋Today we start Intro to Unit 4: Scratch
The students will be able to:
Name the basic terms used in Scratch (Visit the link below to read about the different blocks).
Create a simple program in Scratch.
🦋 Unit 4: Scratch > 4.1 Name Project -You can find exemplars in our Unit 4 Links -Scratch Projects 2024.
Please be careful when you paste your project links in our 6th Scratch Projects Google Sheet. Make sure you are posting your work next to your name.
🌸ღ╭⊱ꕥ Mrs. Ouiellé-Silva ꕥ⊱╮ღ 🌸
The students will be able to:
Name the basic terms used in Scratch (Visit the link below to read about the different blocks).
Create a simple program in Scratch.
🦋 Unit 4: Scratch > 4.1 Name Project -You can find exemplars in our Unit 4 Links -Scratch Projects 2024.
Please be careful when you paste your project links in our 6th Scratch Projects Google Sheet. Make sure you are posting your work next to your name.
🌸ღ╭⊱ꕥ Mrs. Ouiellé-Silva ꕥ⊱╮ღ 🌸
Due:
Project 4 🦋 Show Me What You Know -HTML Web Design
1/09/2024
🦋 Welcome back! 🦋Today we start Semester 2
🦋 Happy 2024!!!
🌸ღ╭⊱ꕥ Mrs. Ouiellé-Silva ꕥ⊱╮ღ 🌸
***************************************************
🦋 My Future... My Career Project #4 HOW ARE YOU GOING ABOVE AND BEYOND?
Remixed projects are UNACCEPTABLE and that will be considered plagiarism. I need to see your very own original project and coding).
Design and create a website about your future career! (See exemplar and coding inside slideshow)
Requirements:
Must be at least a 3-page website (linked together)
Must link to at least 5+ external websites (HYPERLINKS)
Must include at least 2 of the design elements:
List (ordered & unordered)
Table
Positioning
Must include several images on each page that relate to your topic. Name your images. Must have a single CSS file for all your web pages (check www.3schools link ). See attached rubric.🦋 You will have two classes to work on your project #4. Due 1/14/2024. 🦋
Due:
Project 4 🦋 Show Me What You Know -HTML Web Design
🦋 My Future... My Career Project #4
Design and create a website about your future career! (See exemplar and coding inside slideshow)
Requirements:
Must be at least a 3-page website (linked together)
Must link to at least 5 external websites
Must include at least 2 of the design elements:
List (ordered & unordered)
Table
Positioning
Must include images in each page that relate to your future. Name your imagesMust have a single CSS file for all your web pages (check www.3schools link ). See attached rubric.🦋 You will have two classes to work on your project #4. Due 12/20/2023. 🦋
Due:
Project 4 🦋 Show Me What You Know -HTML Web Design
🦋 My Future... My Career Project #4
Design and create a website about your future career! (See exemplar and coding inside slideshow)
Requirements:
Must be at least a 3-page website (linked together)
Must link to at least 5 external websites
Must include at least 2 of the design elements:
List (ordered & unordered)
Table
Positioning
Must include images in each page that relate to your future. Name your imagesMust have a single CSS file for all your web pages (check www.3schools link ). See attached rubric.🦋 You will have two classes to work on your project #4. Due 12/20/2023. 🦋
Due:
Unit 3 - Adding Web Links > Hyperlinks
U3S1-I - Did you have all the website sections I said you had to have: headings, paragraphs and a list?
U3S2-I - Is your HTML code correct?
U3S2-1 - Did you correctly add bold or italics in your style.css? Did you explore using different color backgrounds/fonts? Your evidence will be reflected in your style.css.
U3S2-2 - Did you correctly add images in your indx.html? Did you correctly name/photoshop those images?
U3S2-3-6 Did you apply what you learned on style.css; example:
div.sign{color:white;font-size: 25px;font-weight: bold}
🌷Your web pages clearly reflect that you are applying what we are learning in every lesson. I can tell you are reading carefully every slide and applying every new coding taught in class.
🌷Those who aren't doing this yet - see me. I'm always happy to help during ACLAB.
🦋Today I will give you class time to work on your Project 2 webpage -specifically in the syle.css
and the
.
🦋We are going to "check for correctness" (no pink errors) and we will ensure that there is consistency in the webpage layout as you add the 3 movie reviews, 3 horoscopes or 3 recipes in your new webpage.
🦋🦋Those students who have successfully added the 3 components in their webpage, images, a variety of colors in the style format, etc. (and have successfully submitted their work can use this time to add additional features to their website.
BTW....I have ACLAB time today. Feel free to stop by if you need any extra help.
🌸ღ╭⊱ꕥ Mrs. Ouiellé-Silva ꕥ⊱╮ღ 🌸
Due:
Unit 3 - Adding Web Links > Hyperlinks
U3S1-I - Did you have all the website sections I said you had to have: headings, paragraphs and a list?
U3S2-I - Is your HTML code correct?
U3S2-1 - Did you correctly add bold or italics in your style.css? Did you explore using different color backgrounds/fonts? Your evidence will be reflected in your style.css.
U3S2-2 - Did you correctly add images in your indx.html? Did you correctly name/photoshop those images?
U3S2-3-6 Did you apply what you learned on style.css; example:
div.sign{color:white;font-size: 25px;font-weight: bold}
🌷Your web pages clearly reflect that you are applying what we are learning in every lesson. I can tell you are reading carefully every slide and applying every new coding taught in class.
🌷Those who aren't doing this yet - see me. I'm always happy to help during ACLAB.
🦋Today I will give you class time to work on your Project 2 webpage -specifically in the syle.css
and the
.
🦋We are going to "check for correctness" (no pink errors) and we will ensure that there is consistency in the webpage layout as you add the 3 movie reviews, 3 horoscopes or 3 recipes in your new webpage.
🦋🦋Those students who have successfully added the 3 components in their webpage, images, a variety of colors in the style format, etc. (and have successfully submitted their work can use this time to add additional features to their website.
BTW....I have ACLAB time today. Feel free to stop by if you need any extra help.
🌸ღ╭⊱ꕥ Mrs. Ouiellé-Silva ꕥ⊱╮ღ 🌸
Due:
Unit 3 - Adding Web Links > Hyperlinks
U3S1-I - Did you have all the website sections I said you had to have: headings, paragraphs and a list?
U3S2-I - Is your HTML code correct?
U3S2-1 - Did you correctly add bold or italics in your style.css? Did you explore using different color backgrounds/fonts? Your evidence will be reflected in your style.css.
U3S2-2 - Did you correctly add images in your indx.html? Did you correctly name/photoshop those images?
U3S2-3-6 Did you apply what you learned on style.css; example:
div.sign{color:white;font-size: 25px;font-weight: bold}
🌷Your web pages clearly reflect that you are applying what we are learning in every lesson. I can tell you are reading carefully every slide and applying every new coding taught in class.
🌷Those who aren't doing this yet - see me. I'm always happy to help during ACLAB.
🦋Today I will give you class time to work on your Project 2 webpage -specifically in the syle.css
and the
.
🦋We are going to "check for correctness" (no pink errors) and we will ensure that there is consistency in the webpage layout as you add the 3 movie reviews, 3 horoscopes or 3 recipes in your new webpage.
🦋🦋Those students who have successfully added the 3 components in their webpage, images, a variety of colors in the style format, etc. (and have successfully submitted their work can use this time to add additional features to their website.
BTW....I have ACLAB time today. Feel free to stop by if you need any extra help.
🌸ღ╭⊱ꕥ Mrs. Ouiellé-Silva ꕥ⊱╮ღ 🌸
Due:
Unit 3 - Adding Web Links > Hyperlinks
U3S1-I - Did you have all the website sections I said you had to have: headings, paragraphs and a list?
U3S2-I - Is your HTML code correct?
U3S2-1 - Did you correctly add bold or italics in your style.css? Did you explore using different color backgrounds/fonts? Your evidence will be reflected in your style.css.
U3S2-2 - Did you correctly add images in your indx.html? Did you correctly name/photoshop those images?
U3S2-3-6 Did you apply what you learned on style.css; example:
div.sign{color:white;font-size: 25px;font-weight: bold}
🌷Your web pages clearly reflect that you are applying what we are learning in every lesson. I can tell you are reading carefully every slide and applying every new coding taught in class.
🌷Those who aren't doing this yet - see me. I'm always happy to help during ACLAB.
🦋Today I will give you class time to work on your Project 2 webpage -specifically in the syle.css
and the
.
🦋We are going to "check for correctness" (no pink errors) and we will ensure that there is consistency in the webpage layout as you add the 3 movie reviews, 3 horoscopes or 3 recipes in your new webpage.
🦋🦋Those students who have successfully added the 3 components in their webpage, images, a variety of colors in the style format, etc. (and have successfully submitted their work can use this time to add additional features to their website.
BTW....I have ACLAB time today. Feel free to stop by if you need any extra help.
🌸ღ╭⊱ꕥ Mrs. Ouiellé-Silva ꕥ⊱╮ღ 🌸
Due:
Lesson 3.8B Page Layout -Adding a Table (Part 2) -Project#3
The student will be able to:
Use table, row, and column tagging in an html page.
Add css styling to an html table.
Use grid elements in css div placement.
Create a web page that includes layout styles. Project #3
You have a choice of projects:
Advertisement Webpage
The page must:
Make use of at least one of the page layout methods discussed (Table or Positioning)
Include TWO links to the company that makes the product.(include: 2 images, one ordered list, and one unordered list)
Be in a new project in weblab name it: Project 3C_Your_Initials
Holiday or Winter Theme Webpage (Check Exemplar Link Below)
The page must:
Make use of at least one of the page layout methods discussed (Table or Positioning)
Include TWO external links to something associated with your webpage (include: 2 images, one ordered list, and one unordered list)
Be in a new project in weblab name it: Project 3C_Your_Initials
Due next class: Friday, December 8, 2023.
Use table, row, and column tagging in an html page.
Add css styling to an html table.
Use grid elements in css div placement.
Create a web page that includes layout styles. Project #3
You have a choice of projects:
Advertisement Webpage
The page must:
Make use of at least one of the page layout methods discussed (Table or Positioning)
Include TWO links to the company that makes the product.(include: 2 images, one ordered list, and one unordered list)
Be in a new project in weblab name it: Project 3C_Your_Initials
Holiday or Winter Theme Webpage (Check Exemplar Link Below)
The page must:
Make use of at least one of the page layout methods discussed (Table or Positioning)
Include TWO external links to something associated with your webpage (include: 2 images, one ordered list, and one unordered list)
Be in a new project in weblab name it: Project 3C_Your_Initials
Due next class: Friday, December 8, 2023.
Due:
Lesson 3.8B Page Layout -Adding a Table (Part 2) -Project#3
The student will be able to:
Use table, row, and column tagging in an html page.
Add css styling to an html table.
Use grid elements in css div placement.
Create a web page that includes layout styles. Project #3
You have a choice of projects:
Advertisement Webpage
The page must:
Make use of at least one of the page layout methods discussed (Table or Positioning)
Include TWO links to the company that makes the product.(include: 2 images, one ordered list, and one unordered list)
Be in a new project in weblab name it: Project 3C_Your_Initials
Holiday or Winter Theme Webpage (Check Exemplar Link Below)
The page must:
Make use of at least one of the page layout methods discussed (Table or Positioning)
Include TWO external links to something associated with your webpage (include: 2 images, one ordered list, and one unordered list)
Be in a new project in weblab name it: Project 3C_Your_Initials
Due next class: Friday, December 8, 2023.
Use table, row, and column tagging in an html page.
Add css styling to an html table.
Use grid elements in css div placement.
Create a web page that includes layout styles. Project #3
You have a choice of projects:
Advertisement Webpage
The page must:
Make use of at least one of the page layout methods discussed (Table or Positioning)
Include TWO links to the company that makes the product.(include: 2 images, one ordered list, and one unordered list)
Be in a new project in weblab name it: Project 3C_Your_Initials
Holiday or Winter Theme Webpage (Check Exemplar Link Below)
The page must:
Make use of at least one of the page layout methods discussed (Table or Positioning)
Include TWO external links to something associated with your webpage (include: 2 images, one ordered list, and one unordered list)
Be in a new project in weblab name it: Project 3C_Your_Initials
Due next class: Friday, December 8, 2023.
Due:
Lesson 3.8B Page Layout -Adding a Table (Part 2) -Project#3
The student will be able to:
Use table, row, and column tagging in an html page.
Add css styling to an html table.
Use grid elements in css div placement.
Create a web page that includes layout styles. Project #3
You have a choice of projects:
Advertisement Webpage
The page must:
Make use of at least one of the page layout methods discussed (Table or Positioning)
Include TWO links to the company that makes the product.(include: 2 images, one ordered list, and one unordered list)
Be in a new project in weblab name it: Project 3C_Your_Initials
Holiday or Winter Theme Webpage (Check Exemplar Link Below)
The page must:
Make use of at least one of the page layout methods discussed (Table or Positioning)
Include TWO external links to something associated with your webpage (include: 2 images, one ordered list, and one unordered list)
Be in a new project in weblab name it: Project 3C_Your_Initials
Due next class: Friday, December 8, 2023.
Use table, row, and column tagging in an html page.
Add css styling to an html table.
Use grid elements in css div placement.
Create a web page that includes layout styles. Project #3
You have a choice of projects:
Advertisement Webpage
The page must:
Make use of at least one of the page layout methods discussed (Table or Positioning)
Include TWO links to the company that makes the product.(include: 2 images, one ordered list, and one unordered list)
Be in a new project in weblab name it: Project 3C_Your_Initials
Holiday or Winter Theme Webpage (Check Exemplar Link Below)
The page must:
Make use of at least one of the page layout methods discussed (Table or Positioning)
Include TWO external links to something associated with your webpage (include: 2 images, one ordered list, and one unordered list)
Be in a new project in weblab name it: Project 3C_Your_Initials
Due next class: Friday, December 8, 2023.
Due:
Virtual Gallery Walk for Project#2 & Finish Project #3
☃️🎅🎄🕯️🕎🔯🎇🎆🎉
Hello class,
1) VIRTUAL GALLERY WALK: Complete Google Sheet- Your name ONLY-
U3S1-I - Did you have all the website sections I said you had to have: headings, paragraphs, and a list?
U3S2-I - Is your HTML code correct?
U3S2-1 - Did you correctly add bold or italics in your style.css? Did you explore using different color backgrounds/fonts?
U3S2-2 - Did you correctly add images, tables, and hyperlinks in your index.html? Did you correctly name/photoshop those images?
U3S2-3-6 Did you apply what you learned on style.css?
Fill out the Google Form for your Project #2
2) Time to complete and review Project #3 (RUBRIC)
Unit 3 - CPP.L3A-04 – Initial Lesson 3-2 - Introduction to HTML Apply analysis, design, and implementation techniques to solve problems (e.g., use one or more software life cycle models). 10 pts
Unit 3 - CPP.L3A-01 – Initial Lesson 3-2 - Introduction to HTML -Correct use of tools -5 pts
Unit 3 - CPP.L3A-01 - 1st Retry Lesson 3-3 - Introduction to basic formatting in HTML -Correct use of the tools - 5 pts
Unit 3 - CPP.L3A-01 - 2nd Retry Lesson 3-4 - Image Editing and ![]()
tag (Renaming Images, Resizing) - Correct use of the tool - 5 pts
Unit 3 - CPP.L2-03 – Initial Lesson 3-5 - Introduction to Basic CSS -A fully functional website (HMTL structure is correct, pictures load, etc) and an external CSS file -25 pts
Unit 3 - CCSS.ELA-Literacy.CCRA.W.4 – Initial -Lesson 3-6 - External CSS Code and Classes- Writing is correct - 10 pts
Unit 3 - CPP.L2-03 - 1st Retry Lesson 3-6 - External CSS Code and Div Classes - A fully functional website (HMTL structure is correct, pictures load, etc) and an external CSS file -style.css -25 pts
Unit 3 - CPP.L3A-01-2 – Initial Lesson 3-6 - External CSS Code and Div Classes - Correct use of Class - 15 pts
Due:
Virtual Gallery Walk for Project#2 & Finish Project #3
☃️🎅🎄🕯️🕎🔯🎇🎆🎉
Hello class,
1) VIRTUAL GALLERY WALK: Complete Google Sheet- Your name ONLY-
U3S1-I - Did you have all the website sections I said you had to have: headings, paragraphs, and a list?
U3S2-I - Is your HTML code correct?
U3S2-1 - Did you correctly add bold or italics in your style.css? Did you explore using different color backgrounds/fonts?
U3S2-2 - Did you correctly add images, tables, and hyperlinks in your index.html? Did you correctly name/photoshop those images?
U3S2-3-6 Did you apply what you learned on style.css?
Fill out the Google Form for your Project #2
2) Time to complete and review Project #3 (RUBRIC)
Unit 3 - CPP.L3A-04 – Initial Lesson 3-2 - Introduction to HTML Apply analysis, design, and implementation techniques to solve problems (e.g., use one or more software life cycle models). 10 pts
Unit 3 - CPP.L3A-01 – Initial Lesson 3-2 - Introduction to HTML -Correct use of tools -5 pts
Unit 3 - CPP.L3A-01 - 1st Retry Lesson 3-3 - Introduction to basic formatting in HTML -Correct use of the tools - 5 pts
Unit 3 - CPP.L3A-01 - 2nd Retry Lesson 3-4 - Image Editing and ![]()
tag (Renaming Images, Resizing) - Correct use of the tool - 5 pts
Unit 3 - CPP.L2-03 – Initial Lesson 3-5 - Introduction to Basic CSS -A fully functional website (HMTL structure is correct, pictures load, etc) and an external CSS file -25 pts
Unit 3 - CCSS.ELA-Literacy.CCRA.W.4 – Initial -Lesson 3-6 - External CSS Code and Classes- Writing is correct - 10 pts
Unit 3 - CPP.L2-03 - 1st Retry Lesson 3-6 - External CSS Code and Div Classes - A fully functional website (HMTL structure is correct, pictures load, etc) and an external CSS file -style.css -25 pts
Unit 3 - CPP.L3A-01-2 – Initial Lesson 3-6 - External CSS Code and Div Classes - Correct use of Class - 15 pts
Due:
Lesson 3-6 - External Style and Class
VIRTUAL GALLERY WALKYour First Project Webpage in Weblab must include the 11 items listed below.
1. Title
2. Main Header
8. Subheader
3. Subheader
4. Paragraph 1
5. Image #1 (Name the image/edit the name if you haven't done that -see exemplar) 6. Unordered list
8. Subheader
9. Paragraph 2
10. Image #2 (Name the image/edit the name if you haven't done that -see exemplar) 11. Ordered list
Due:
Lesson 3-6 - External Style and Class
VIRTUAL GALLERY WALKYour First Project Webpage in Weblab must include the 11 items listed below.
1. Title
2. Main Header
8. Subheader
3. Subheader
4. Paragraph 1
5. Image #1 (Name the image/edit the name if you haven't done that -see exemplar) 6. Unordered list
8. Subheader
9. Paragraph 2
10. Image #2 (Name the image/edit the name if you haven't done that -see exemplar) 11. Ordered list
Due:
Lesson 3-6 - External Style and Class
VIRTUAL GALLERY WALKYour First Project Webpage in Weblab must include the 11 items listed below.
1. Title
2. Main Header
8. Subheader
3. Subheader
4. Paragraph 1
5. Image #1 (Name the image/edit the name if you haven't done that -see exemplar) 6. Unordered list
8. Subheader
9. Paragraph 2
10. Image #2 (Name the image/edit the name if you haven't done that -see exemplar) 11. Ordered list
Due:
Lesson 3-4 - Images and Image Editing & 3-5 Cascading Style Sheet
Lesson 3-4 Images and Image Editing
Follow the instructions along with Mrs. Ouielle-Silva so you don't get lost. The slideshow has clear and detailed instructions on what to do in each slide. Follow along.
By the end of class your "My First Web Page" needs to have the following:
Main Header
Two paragraphs and a subheading for each paragraph
One list below one of the paragraphs
Two images - One image below each paragraph
Lesson 3-5 Cascading Style Sheet
CSS is a markup language
It is used to define the style of the page (such things as font type, color, size, and many other attributes) as well as to control the overall page layout.
We will finish our webpage next class.
🌸ღ╭⊱ꕥ Mrs. Ouiellé-Silva ꕥ⊱╮ღ 🌸
Follow the instructions along with Mrs. Ouielle-Silva so you don't get lost. The slideshow has clear and detailed instructions on what to do in each slide. Follow along.
By the end of class your "My First Web Page" needs to have the following:
Main Header
Two paragraphs and a subheading for each paragraph
One list below one of the paragraphs
Two images - One image below each paragraph
Lesson 3-5 Cascading Style Sheet
CSS is a markup language
It is used to define the style of the page (such things as font type, color, size, and many other attributes) as well as to control the overall page layout.
We will finish our webpage next class.
🌸ღ╭⊱ꕥ Mrs. Ouiellé-Silva ꕥ⊱╮ღ 🌸
Due:
Decorate a Turkey
Have fun and decorate a digital turkey!
Due:
Decorate a Turkey
Have fun and decorate a digital turkey!
Due:
Lesson 3.2 & 3.3. HTML Tags
The student will be able to:
Navigate an html editor.
Create an html page with a title and a body.
Create an html page with paragraph tags, headings, line breaks, horizontal lines and lists.
Lesson 3-3
Follow the instructions along with Mrs. Ouielle-Silva so you don't get lost. The slideshow has clear and detailed instructions on what to do on each slide. Follow along.
By the end of class your "My First Web Page" needs to have the following:
Main Header
Two paragraphs and a subheading for each paragraph
One list below one of the paragraphs
Two images - One image below each paragraph
Refer to the Unit 3 LINKS Doc to see exemplars and coding lines.
We will finish our webpage next class.
🌸ღ╭⊱ꕥ Mrs. Ouiellé-Silva ꕥ⊱╮ღ 🌸
Navigate an html editor.
Create an html page with a title and a body.
Create an html page with paragraph tags, headings, line breaks, horizontal lines and lists.
Lesson 3-3
Follow the instructions along with Mrs. Ouielle-Silva so you don't get lost. The slideshow has clear and detailed instructions on what to do on each slide. Follow along.
By the end of class your "My First Web Page" needs to have the following:
Main Header
Two paragraphs and a subheading for each paragraph
One list below one of the paragraphs
Two images - One image below each paragraph
Refer to the Unit 3 LINKS Doc to see exemplars and coding lines.
We will finish our webpage next class.
🌸ღ╭⊱ꕥ Mrs. Ouiellé-Silva ꕥ⊱╮ღ 🌸
Due:
Lesson 3.2 & 3.3. HTML Tags
The student will be able to:
Navigate an html editor.
Create an html page with a title and a body.
Create an html page with paragraph tags, headings, line breaks, horizontal lines and lists.
Lesson 3-3
Follow the instructions along with Mrs. Ouielle-Silva so you don't get lost. The slideshow has clear and detailed instructions on what to do on each slide. Follow along.
By the end of class your "My First Web Page" needs to have the following:
Main Header
Two paragraphs and a subheading for each paragraph
One list below one of the paragraphs
Two images - One image below each paragraph
Refer to the Unit 3 LINKS Doc to see exemplars and coding lines.
We will finish our webpage next class.
🌸ღ╭⊱ꕥ Mrs. Ouiellé-Silva ꕥ⊱╮ღ 🌸
Navigate an html editor.
Create an html page with a title and a body.
Create an html page with paragraph tags, headings, line breaks, horizontal lines and lists.
Lesson 3-3
Follow the instructions along with Mrs. Ouielle-Silva so you don't get lost. The slideshow has clear and detailed instructions on what to do on each slide. Follow along.
By the end of class your "My First Web Page" needs to have the following:
Main Header
Two paragraphs and a subheading for each paragraph
One list below one of the paragraphs
Two images - One image below each paragraph
Refer to the Unit 3 LINKS Doc to see exemplars and coding lines.
We will finish our webpage next class.
🌸ღ╭⊱ꕥ Mrs. Ouiellé-Silva ꕥ⊱╮ღ 🌸
Due:
Lesson 3.2 & 3.3. HTML Tags
The student will be able to:
Navigate an html editor.
Create an html page with a title and a body.
Create an html page with paragraph tags, headings, line breaks, horizontal lines and lists.
Lesson 3-3
Follow the instructions along with Mrs. Ouielle-Silva so you don't get lost. The slideshow has clear and detailed instructions on what to do on each slide. Follow along.
By the end of class your "My First Web Page" needs to have the following:
Main Header
Two paragraphs and a subheading for each paragraph
One list below one of the paragraphs
Two images - One image below each paragraph
Refer to the Unit 3 LINKS Doc to see exemplars and coding lines.
We will finish our webpage next class.
🌸ღ╭⊱ꕥ Mrs. Ouiellé-Silva ꕥ⊱╮ღ 🌸
Navigate an html editor.
Create an html page with a title and a body.
Create an html page with paragraph tags, headings, line breaks, horizontal lines and lists.
Lesson 3-3
Follow the instructions along with Mrs. Ouielle-Silva so you don't get lost. The slideshow has clear and detailed instructions on what to do on each slide. Follow along.
By the end of class your "My First Web Page" needs to have the following:
Main Header
Two paragraphs and a subheading for each paragraph
One list below one of the paragraphs
Two images - One image below each paragraph
Refer to the Unit 3 LINKS Doc to see exemplars and coding lines.
We will finish our webpage next class.
🌸ღ╭⊱ꕥ Mrs. Ouiellé-Silva ꕥ⊱╮ღ 🌸
Due:
Lesson 3-1 Storyboard Slide -Unit 3 WEB DESIGN INTRO
Our new unit is Web Design. The first step in Web Design is to lay out the page and decide how it will look. This layout is called a “storyboard”.
* I added 3 slide decks with extra information on HTML, the Structure of an HTML Web Page and formatting Text in HTML. Please study them for homework *
-Have your Google Doc ready for next class. ( Header, Sub-header, Two Paragraphs about One School-appropriate Topic.
If we have time - we will log in to our HTML website to start our Web Design activities. You will also get a log in card with your password info from your teacher.
* I added 3 slide decks with extra information on HTML, the Structure of an HTML Web Page and formatting Text in HTML. Please study them for homework *
-Have your Google Doc ready for next class. ( Header, Sub-header, Two Paragraphs about One School-appropriate Topic.
If we have time - we will log in to our HTML website to start our Web Design activities. You will also get a log in card with your password info from your teacher.
Due:
Lesson 3-1 Storyboard Slide -Unit 3 WEB DESIGN INTRO
Our new unit is Web Design. The first step in Web Design is to lay out the page and decide how it will look. This layout is called a “storyboard”.
* I added 3 slide decks with extra information on HTML, the Structure of an HTML Web Page and formatting Text in HTML. Please study them for homework *
-Have your Google Doc ready for next class. ( Header, Sub-header, Two Paragraphs about One School-appropriate Topic.
If we have time - we will log in to our HTML website to start our Web Design activities. You will also get a log in card with your password info from your teacher.
* I added 3 slide decks with extra information on HTML, the Structure of an HTML Web Page and formatting Text in HTML. Please study them for homework *
-Have your Google Doc ready for next class. ( Header, Sub-header, Two Paragraphs about One School-appropriate Topic.
If we have time - we will log in to our HTML website to start our Web Design activities. You will also get a log in card with your password info from your teacher.
Due:
Edpuzzle - Alan Turing
Due:
Edpuzzle - Alan Turing
Due:
The Imitation Game (Computer Scientist & Mathematician Alan Turing)
Answer the questions in the handout/copy given in class.
Alan Turing (1912–1954)
Famed code-breaking war hero (WWII) and now considered the father of computer science and artificial intelligence.
He made a lot of contributions to code-breaking and AI.
Alan Turing (1912–1954)
Famed code-breaking war hero (WWII) and now considered the father of computer science and artificial intelligence.
He made a lot of contributions to code-breaking and AI.
Due:
The Imitation Game (Computer Scientist & Mathematician Alan Turing)
Answer the questions in the handout/copy given in class.
Alan Turing (1912–1954)
Famed code-breaking war hero (WWII) and now considered the father of computer science and artificial intelligence.
He made a lot of contributions to code-breaking and AI.
Alan Turing (1912–1954)
Famed code-breaking war hero (WWII) and now considered the father of computer science and artificial intelligence.
He made a lot of contributions to code-breaking and AI.
Due:
The Imitation Game (Computer Scientist & Mathematician Alan Turing)
Answer the questions in the handout/copy given in class.
Alan Turing (1912–1954)
Famed code-breaking war hero (WWII) and now considered the father of computer science and artificial intelligence.
He made a lot of contributions to code-breaking and AI.
Alan Turing (1912–1954)
Famed code-breaking war hero (WWII) and now considered the father of computer science and artificial intelligence.
He made a lot of contributions to code-breaking and AI.
Due:
The Imitation Game (Computer Scientist & Mathematician Alan Turing)
Answer the questions in the handout/copy given in class.
Alan Turing (1912–1954)
Famed code-breaking war hero (WWII) and now considered the father of computer science and artificial intelligence.
He made a lot of contributions to code-breaking and AI.
Alan Turing (1912–1954)
Famed code-breaking war hero (WWII) and now considered the father of computer science and artificial intelligence.
He made a lot of contributions to code-breaking and AI.
Due:
🎃🕷️ UNIT 2 Presentations Day 👻🦇
😉🦋 Hello class,
1) Today you will be presenting your Unit 2 Drone project.
2) One student from each group please complete the Google Doc.
🌷Unit 2 Final Project Presentation & Self-Reflection.
-Please complete the Google Form at the end of the presentations.
After that, if we have time we will start watching "The Imitation Game"
https://www.ontheclock.com/convert-hours-minutes-to-decimal-hours.aspx to convert decimal hours to hours. Please use this website for your table and your trip times. Example 0.47 = 28 minutes.
🎃🕷️ HAPPY HALLOWEEN!!! 👻🦇
1) Today you will be presenting your Unit 2 Drone project.
2) One student from each group please complete the Google Doc.
🌷Unit 2 Final Project Presentation & Self-Reflection.
-Please complete the Google Form at the end of the presentations.
After that, if we have time we will start watching "The Imitation Game"
https://www.ontheclock.com/convert-hours-minutes-to-decimal-hours.aspx to convert decimal hours to hours. Please use this website for your table and your trip times. Example 0.47 = 28 minutes.
🎃🕷️ HAPPY HALLOWEEN!!! 👻🦇
Due:
🎃🕷️ UNIT 2 Presentations Day 👻🦇
😉🦋 Hello class,
1) Today you will be presenting your Unit 2 Drone project.
2) One student from each group please complete the Google Doc.
🌷Unit 2 Final Project Presentation & Self-Reflection.
-Please complete the Google Form at the end of the presentations.
After that, if we have time we will start watching "The Imitation Game"
https://www.ontheclock.com/convert-hours-minutes-to-decimal-hours.aspx to convert decimal hours to hours. Please use this website for your table and your trip times. Example 0.47 = 28 minutes.
🎃🕷️ HAPPY HALLOWEEN!!! 👻🦇
1) Today you will be presenting your Unit 2 Drone project.
2) One student from each group please complete the Google Doc.
🌷Unit 2 Final Project Presentation & Self-Reflection.
-Please complete the Google Form at the end of the presentations.
After that, if we have time we will start watching "The Imitation Game"
https://www.ontheclock.com/convert-hours-minutes-to-decimal-hours.aspx to convert decimal hours to hours. Please use this website for your table and your trip times. Example 0.47 = 28 minutes.
🎃🕷️ HAPPY HALLOWEEN!!! 👻🦇
Due:
🎃🕷️ UNIT 2 Presentations Day 👻🦇
😉🦋 Hello class,
1) Today you will be presenting your Unit 2 Drone project.
2) One student from each group please complete the Google Doc.
🌷Unit 2 Final Project Presentation & Self-Reflection.
-Please complete the Google Form at the end of the presentations.
After that, if we have time we will start watching "The Imitation Game"
https://www.ontheclock.com/convert-hours-minutes-to-decimal-hours.aspx to convert decimal hours to hours. Please use this website for your table and your trip times. Example 0.47 = 28 minutes.
🎃🕷️ HAPPY HALLOWEEN!!! 👻🦇
1) Today you will be presenting your Unit 2 Drone project.
2) One student from each group please complete the Google Doc.
🌷Unit 2 Final Project Presentation & Self-Reflection.
-Please complete the Google Form at the end of the presentations.
After that, if we have time we will start watching "The Imitation Game"
https://www.ontheclock.com/convert-hours-minutes-to-decimal-hours.aspx to convert decimal hours to hours. Please use this website for your table and your trip times. Example 0.47 = 28 minutes.
🎃🕷️ HAPPY HALLOWEEN!!! 👻🦇
Due:
Unit 2 Final Project
Group work -(5 students in each group)
Detailed instructions will be given in class.
You will have 1.5 class periods to prepare this final project presentation.
Due date for Period 6th & 7BC - Wednesday, Oct. 25 -Presentations -all work must be ready by the end of class on Monday, October 23, 2023
Unit 2 project
Hancock has just been selected by Amazon to be the new distribution point for their drone delivery service. You have been hired by Amazon to work with their logistics team. Your team is tasked to carry out a fact-finding exercise for their new drone delivery system. One of the problems is to determine the fastest and shortest routes for a single drone to deliver twenty 5lb packages in the Cook County area. The drone can carry 20lbs at a time and can make 4 deliveries before returning to the service center for more packages. The drone can also fly for 38 miles before it needs to be recharged. It flies at 50 mph.
You and your team must:
Use the Problem-Solving Process to analyze this problem. Show your team’s work in all 4 parts of the process:
Understanding the problem:
What data or information is known? What is unknown? What are the conditions?
Plan the solution: Show your plan for solving this problem.
Find the location of all coordinates provided (save and note these locations). Do not look up the names! The coordinates show the exact location for the delivery.
Carry out the plan: Using your plan, show your work and your solution.
Create a solution or plan for making deliveries. Make a note of distances and keep in mind the capacity (weights, fuel and speed) of the drone.
Create a Minimum Spanning Tree map of your deliveries.
Make a note of the total distance and time the drone flies.
Designate tasks among your team for this exercise.
Each person must come up with a solution for at least one flight.
Google Tips
You can save locations for later.
You can add locations to a chart by clicking on the: map customizer
You can measure distances by right-clicking on a location and choosing “Measure Distance” and then right-clicking on another location and choosing “Distance to here.” You can keep adding points.
MapCustomizer (https://www.mapcustomizer.com/) will accept the text file “bulk input” and plot the locations.
Individually answer the following question in Google Classroom:
How did your team divide up the different trips? Your goal was to come up with “the fastest and shortest routes.” Why do you think your team’s algorithm provided this optimal solution?
The team Leader will turn in the final project slides to Mrs. Ouielle-Silva in Google Classroom -but all students in the team must share the same slide presentation.
Examples:-It's possible for one of the students (in a team) to do only one or 2 short trips based on the distances--- example: from Location 1 to Location 18 (26.1) - YES- it's possible-(Keep in mind that your drone trips will pick sites that are in almost in line) so keep the rules of the project in mind.
-https://www.ontheclock.com/convert-hours-minutes-to-decimal-hours.aspx to convert decimal hours to hours
Detailed instructions will be given in class.
You will have 1.5 class periods to prepare this final project presentation.
Due date for Period 6th & 7BC - Wednesday, Oct. 25 -Presentations -all work must be ready by the end of class on Monday, October 23, 2023
Unit 2 project
Hancock has just been selected by Amazon to be the new distribution point for their drone delivery service. You have been hired by Amazon to work with their logistics team. Your team is tasked to carry out a fact-finding exercise for their new drone delivery system. One of the problems is to determine the fastest and shortest routes for a single drone to deliver twenty 5lb packages in the Cook County area. The drone can carry 20lbs at a time and can make 4 deliveries before returning to the service center for more packages. The drone can also fly for 38 miles before it needs to be recharged. It flies at 50 mph.
You and your team must:
Use the Problem-Solving Process to analyze this problem. Show your team’s work in all 4 parts of the process:
Understanding the problem:
What data or information is known? What is unknown? What are the conditions?
Plan the solution: Show your plan for solving this problem.
Find the location of all coordinates provided (save and note these locations). Do not look up the names! The coordinates show the exact location for the delivery.
Carry out the plan: Using your plan, show your work and your solution.
Create a solution or plan for making deliveries. Make a note of distances and keep in mind the capacity (weights, fuel and speed) of the drone.
Create a Minimum Spanning Tree map of your deliveries.
Make a note of the total distance and time the drone flies.
Designate tasks among your team for this exercise.
Each person must come up with a solution for at least one flight.
Google Tips
You can save locations for later.
You can add locations to a chart by clicking on the: map customizer
You can measure distances by right-clicking on a location and choosing “Measure Distance” and then right-clicking on another location and choosing “Distance to here.” You can keep adding points.
MapCustomizer (https://www.mapcustomizer.com/) will accept the text file “bulk input” and plot the locations.
Individually answer the following question in Google Classroom:
How did your team divide up the different trips? Your goal was to come up with “the fastest and shortest routes.” Why do you think your team’s algorithm provided this optimal solution?
The team Leader will turn in the final project slides to Mrs. Ouielle-Silva in Google Classroom -but all students in the team must share the same slide presentation.
Examples:-It's possible for one of the students (in a team) to do only one or 2 short trips based on the distances--- example: from Location 1 to Location 18 (26.1) - YES- it's possible-(Keep in mind that your drone trips will pick sites that are in almost in line) so keep the rules of the project in mind.
-https://www.ontheclock.com/convert-hours-minutes-to-decimal-hours.aspx to convert decimal hours to hours
Due:
Unit 2 Final Project
Group work -(5 students in each group)
Detailed instructions will be given in class.
You will have 1.5 class periods to prepare this final project presentation.
Due date for Period 6th & 7BC - Wednesday, Oct. 25 -Presentations -all work must be ready by the end of class on Monday, October 23, 2023
Unit 2 project
Hancock has just been selected by Amazon to be the new distribution point for their drone delivery service. You have been hired by Amazon to work with their logistics team. Your team is tasked to carry out a fact-finding exercise for their new drone delivery system. One of the problems is to determine the fastest and shortest routes for a single drone to deliver twenty 5lb packages in the Cook County area. The drone can carry 20lbs at a time and can make 4 deliveries before returning to the service center for more packages. The drone can also fly for 38 miles before it needs to be recharged. It flies at 50 mph.
You and your team must:
Use the Problem-Solving Process to analyze this problem. Show your team’s work in all 4 parts of the process:
Understanding the problem:
What data or information is known? What is unknown? What are the conditions?
Plan the solution: Show your plan for solving this problem.
Find the location of all coordinates provided (save and note these locations). Do not look up the names! The coordinates show the exact location for the delivery.
Carry out the plan: Using your plan, show your work and your solution.
Create a solution or plan for making deliveries. Make a note of distances and keep in mind the capacity (weights, fuel and speed) of the drone.
Create a Minimum Spanning Tree map of your deliveries.
Make a note of the total distance and time the drone flies.
Designate tasks among your team for this exercise.
Each person must come up with a solution for at least one flight.
Google Tips
You can save locations for later.
You can add locations to a chart by clicking on the: map customizer
You can measure distances by right-clicking on a location and choosing “Measure Distance” and then right-clicking on another location and choosing “Distance to here.” You can keep adding points.
MapCustomizer (https://www.mapcustomizer.com/) will accept the text file “bulk input” and plot the locations.
Individually answer the following question in Google Classroom:
How did your team divide up the different trips? Your goal was to come up with “the fastest and shortest routes.” Why do you think your team’s algorithm provided this optimal solution?
The team Leader will turn in the final project slides to Mrs. Ouielle-Silva in Google Classroom -but all students in the team must share the same slide presentation.
Examples:-It's possible for one of the students (in a team) to do only one or 2 short trips based on the distances--- example: from Location 1 to Location 18 (26.1) - YES- it's possible-(Keep in mind that your drone trips will pick sites that are in almost in line) so keep the rules of the project in mind.
-https://www.ontheclock.com/convert-hours-minutes-to-decimal-hours.aspx to convert decimal hours to hours
Detailed instructions will be given in class.
You will have 1.5 class periods to prepare this final project presentation.
Due date for Period 6th & 7BC - Wednesday, Oct. 25 -Presentations -all work must be ready by the end of class on Monday, October 23, 2023
Unit 2 project
Hancock has just been selected by Amazon to be the new distribution point for their drone delivery service. You have been hired by Amazon to work with their logistics team. Your team is tasked to carry out a fact-finding exercise for their new drone delivery system. One of the problems is to determine the fastest and shortest routes for a single drone to deliver twenty 5lb packages in the Cook County area. The drone can carry 20lbs at a time and can make 4 deliveries before returning to the service center for more packages. The drone can also fly for 38 miles before it needs to be recharged. It flies at 50 mph.
You and your team must:
Use the Problem-Solving Process to analyze this problem. Show your team’s work in all 4 parts of the process:
Understanding the problem:
What data or information is known? What is unknown? What are the conditions?
Plan the solution: Show your plan for solving this problem.
Find the location of all coordinates provided (save and note these locations). Do not look up the names! The coordinates show the exact location for the delivery.
Carry out the plan: Using your plan, show your work and your solution.
Create a solution or plan for making deliveries. Make a note of distances and keep in mind the capacity (weights, fuel and speed) of the drone.
Create a Minimum Spanning Tree map of your deliveries.
Make a note of the total distance and time the drone flies.
Designate tasks among your team for this exercise.
Each person must come up with a solution for at least one flight.
Google Tips
You can save locations for later.
You can add locations to a chart by clicking on the: map customizer
You can measure distances by right-clicking on a location and choosing “Measure Distance” and then right-clicking on another location and choosing “Distance to here.” You can keep adding points.
MapCustomizer (https://www.mapcustomizer.com/) will accept the text file “bulk input” and plot the locations.
Individually answer the following question in Google Classroom:
How did your team divide up the different trips? Your goal was to come up with “the fastest and shortest routes.” Why do you think your team’s algorithm provided this optimal solution?
The team Leader will turn in the final project slides to Mrs. Ouielle-Silva in Google Classroom -but all students in the team must share the same slide presentation.
Examples:-It's possible for one of the students (in a team) to do only one or 2 short trips based on the distances--- example: from Location 1 to Location 18 (26.1) - YES- it's possible-(Keep in mind that your drone trips will pick sites that are in almost in line) so keep the rules of the project in mind.
-https://www.ontheclock.com/convert-hours-minutes-to-decimal-hours.aspx to convert decimal hours to hours
Due:
Edpuzzle - Minimum Spanning Trees - The Muddy City Problem
Due:
2-8. Minimal Spanning Trees
1)Learn and solve a Minimal Spanning Tree (Kruskal's Algorithm & The Traveling Salesman Problem).
2) Draw a graph to solve a problem. (DUE TODAY: slide Lesson 2-8 Muddy City Problem -One person per team will upload the answer. Add team members' names)
3) Google Form 2-8 Muddy City
-Answer the questions from the Google Form 2-8 Muddy City. DUE TODAY
4) Edpuzzle: Minimal Spanning Tree (homework)
2) Draw a graph to solve a problem. (DUE TODAY: slide Lesson 2-8 Muddy City Problem -One person per team will upload the answer. Add team members' names)
3) Google Form 2-8 Muddy City
-Answer the questions from the Google Form 2-8 Muddy City. DUE TODAY
4) Edpuzzle: Minimal Spanning Tree (homework)
Due:
Flippy Do -Binary Numbers
Use your Flippy Do to find the Binary Numbers
Due:
Edpuzzle - Binary Numbers
Due:
Flippy Do -Binary Numbers
Use your Flippy Do to find the Binary Numbers
Due:
Edpuzzle - Binary Numbers
Due:
Flippy Do -Binary Numbers
Use your Flippy Do to find the Binary Numbers
Due:
Flippy Do -Binary Numbers
Use your Flippy Do to find the Binary Numbers
Due:
Edpuzzle - Binary Numbers
Due:
Edpuzzle - Binary Numbers
Due:
Lesson 2-7 - Lists and Sorting Algorithms
The students will be able to:
Define sorted and unsorted lists.
Describe various sorting algorithms (selection, quick & bubble sorts).
Compare various sorting algorithms.
Lesson 2-7 Sorting Algorithm Homework -Do this as a team. You will get a printed handout to submit your answers.
Define sorted and unsorted lists.
Describe various sorting algorithms (selection, quick & bubble sorts).
Compare various sorting algorithms.
Lesson 2-7 Sorting Algorithm Homework -Do this as a team. You will get a printed handout to submit your answers.
Due:
Lesson 2-7 - Lists and Sorting Algorithms
The students will be able to:
Define sorted and unsorted lists.
Describe various sorting algorithms (selection, quick & bubble sorts).
Compare various sorting algorithms.
Lesson 2-7 Sorting Algorithm Homework -Do this as a team. You will get a printed handout to submit your answers.
Define sorted and unsorted lists.
Describe various sorting algorithms (selection, quick & bubble sorts).
Compare various sorting algorithms.
Lesson 2-7 Sorting Algorithm Homework -Do this as a team. You will get a printed handout to submit your answers.
Due:
Lesson 2-7 - Lists and Sorting Algorithms
The students will be able to:
Define sorted and unsorted lists.
Describe various sorting algorithms (selection, quick & bubble sorts).
Compare various sorting algorithms.
Lesson 2-7 Sorting Algorithm Homework -Do this as a team. You will get a printed handout to submit your answers.
Define sorted and unsorted lists.
Describe various sorting algorithms (selection, quick & bubble sorts).
Compare various sorting algorithms.
Lesson 2-7 Sorting Algorithm Homework -Do this as a team. You will get a printed handout to submit your answers.
Due:
Lesson 2-6 - Sorting Algorithms > Linear and binary searches
Good morning class! 🤗🦋 WELCOME > BIENVENIDOS 🌷😊
The students will be able to:
The students will be able to:
Describe the linear search algorithm.
Describe the binary search algorithm.
Explain the conditions under which each search might be appropriate.
1) First, open slide Lesson 2-6a read the slides and follow the instructions for the "Tower Building Activity'
Then as a team, YOU will make a copy of the GoogleDoc and create the table, and calculate the weeks to complete the tower. (One person per team will "Turn this in" before you leave today!) (This should take no more than 45 minutes)
2) Open and Read Lesson 2-6b - so you can understand how linear and binary searches work. (20 minutes)
3) Work on the 2 Edpuzzles posted and answer them today. There are no more than 5 questions in each video. Pay attention to the due date for the Edpuzzles as no extensions will be given to complete them. (25 minutes)
The students will be able to:
The students will be able to:
Describe the linear search algorithm.
Describe the binary search algorithm.
Explain the conditions under which each search might be appropriate.
1) First, open slide Lesson 2-6a read the slides and follow the instructions for the "Tower Building Activity'
Then as a team, YOU will make a copy of the GoogleDoc and create the table, and calculate the weeks to complete the tower. (One person per team will "Turn this in" before you leave today!) (This should take no more than 45 minutes)
2) Open and Read Lesson 2-6b - so you can understand how linear and binary searches work. (20 minutes)
3) Work on the 2 Edpuzzles posted and answer them today. There are no more than 5 questions in each video. Pay attention to the due date for the Edpuzzles as no extensions will be given to complete them. (25 minutes)
Due:
Lesson 2-6 - Sorting Algorithms > Linear and binary searches
Good morning class! 🤗🦋 WELCOME > BIENVENIDOS 🌷😊
The students will be able to:
The students will be able to:
Describe the linear search algorithm.
Describe the binary search algorithm.
Explain the conditions under which each search might be appropriate.
1) First, open slide Lesson 2-6a read the slides and follow the instructions for the "Tower Building Activity'
Then as a team, YOU will make a copy of the GoogleDoc and create the table, and calculate the weeks to complete the tower. (One person per team will "Turn this in" before you leave today!) (This should take no more than 45 minutes)
2) Open and Read Lesson 2-6b - so you can understand how linear and binary searches work. (20 minutes)
3) Work on the 2 Edpuzzles posted and answer them today. There are no more than 5 questions in each video. Pay attention to the due date for the Edpuzzles as no extensions will be given to complete them. (25 minutes)
The students will be able to:
The students will be able to:
Describe the linear search algorithm.
Describe the binary search algorithm.
Explain the conditions under which each search might be appropriate.
1) First, open slide Lesson 2-6a read the slides and follow the instructions for the "Tower Building Activity'
Then as a team, YOU will make a copy of the GoogleDoc and create the table, and calculate the weeks to complete the tower. (One person per team will "Turn this in" before you leave today!) (This should take no more than 45 minutes)
2) Open and Read Lesson 2-6b - so you can understand how linear and binary searches work. (20 minutes)
3) Work on the 2 Edpuzzles posted and answer them today. There are no more than 5 questions in each video. Pay attention to the due date for the Edpuzzles as no extensions will be given to complete them. (25 minutes)
Due:
Edpuzzle - OCR GCSE 2.1 - 04 Linear search
Due:
Edpuzzle - OCR GCSE 2.1 - 04 Linear search
Due:
Edpuzzle - Binary Search In Action
Due:
2-5 Counting in Binary
🌷 Lesson 2-5
Good morning class! 🤗🦋 WELCOME > BIENVENIDOS 🌷😊
The students will be able to:
Understand how binary numbers are used in computers.
Understand what "Bits" (binary digits) are and how to use them in computers.
All the worksheets must be submitted here (Google Classroom)
1) Decode the Lesson 2-5 Secret Message Tom is trapped... (pdf worksheet activity) write YOUR answer on the handout (teamwork).
2) 2.5 ASCII Secret Message Project University Floor -Worksheet (share your binary message with a team member so you can "decode" his/her secret message (and vice versa) to get FULL credit on this activity.
For homework (due Monday, Oct.10, 2023):
3) Lesson 2-5 More on Binary Numbers (There's only 2 questions)
Good morning class! 🤗🦋 WELCOME > BIENVENIDOS 🌷😊
The students will be able to:
Understand how binary numbers are used in computers.
Understand what "Bits" (binary digits) are and how to use them in computers.
All the worksheets must be submitted here (Google Classroom)
1) Decode the Lesson 2-5 Secret Message Tom is trapped... (pdf worksheet activity) write YOUR answer on the handout (teamwork).
2) 2.5 ASCII Secret Message Project University Floor -Worksheet (share your binary message with a team member so you can "decode" his/her secret message (and vice versa) to get FULL credit on this activity.
For homework (due Monday, Oct.10, 2023):
3) Lesson 2-5 More on Binary Numbers (There's only 2 questions)
Due:
2-5 Counting in Binary
🌷 Lesson 2-5
Good morning class! 🤗🦋 WELCOME > BIENVENIDOS 🌷😊
The students will be able to:
Understand how binary numbers are used in computers.
Understand what "Bits" (binary digits) are and how to use them in computers.
All the worksheets must be submitted here (Google Classroom)
1) Decode the Lesson 2-5 Secret Message Tom is trapped... (pdf worksheet activity) write YOUR answer on the handout (teamwork).
2) 2.5 ASCII Secret Message Project University Floor -Worksheet (share your binary message with a team member so you can "decode" his/her secret message (and vice versa) to get FULL credit on this activity.
For homework (due Monday, Oct.10, 2023):
3) Lesson 2-5 More on Binary Numbers (There's only 2 questions)
Good morning class! 🤗🦋 WELCOME > BIENVENIDOS 🌷😊
The students will be able to:
Understand how binary numbers are used in computers.
Understand what "Bits" (binary digits) are and how to use them in computers.
All the worksheets must be submitted here (Google Classroom)
1) Decode the Lesson 2-5 Secret Message Tom is trapped... (pdf worksheet activity) write YOUR answer on the handout (teamwork).
2) 2.5 ASCII Secret Message Project University Floor -Worksheet (share your binary message with a team member so you can "decode" his/her secret message (and vice versa) to get FULL credit on this activity.
For homework (due Monday, Oct.10, 2023):
3) Lesson 2-5 More on Binary Numbers (There's only 2 questions)
Due:
2-5 Counting in Binary
🌷 Lesson 2-5
Good morning class! 🤗🦋 WELCOME > BIENVENIDOS 🌷😊
The students will be able to:
Understand how binary numbers are used in computers.
Understand what "Bits" (binary digits) are and how to use them in computers.
All the worksheets must be submitted here (Google Classroom)
1) Decode the Lesson 2-5 Secret Message Tom is trapped... (pdf worksheet activity) write YOUR answer on the handout (teamwork).
2) 2.5 ASCII Secret Message Project University Floor -Worksheet (share your binary message with a team member so you can "decode" his/her secret message (and vice versa) to get FULL credit on this activity.
For homework (due Monday, Oct.10, 2023):
3) Lesson 2-5 More on Binary Numbers (There's only 2 questions)
Good morning class! 🤗🦋 WELCOME > BIENVENIDOS 🌷😊
The students will be able to:
Understand how binary numbers are used in computers.
Understand what "Bits" (binary digits) are and how to use them in computers.
All the worksheets must be submitted here (Google Classroom)
1) Decode the Lesson 2-5 Secret Message Tom is trapped... (pdf worksheet activity) write YOUR answer on the handout (teamwork).
2) 2.5 ASCII Secret Message Project University Floor -Worksheet (share your binary message with a team member so you can "decode" his/her secret message (and vice versa) to get FULL credit on this activity.
For homework (due Monday, Oct.10, 2023):
3) Lesson 2-5 More on Binary Numbers (There's only 2 questions)
Due:
2-5 Counting in Binary
🌷 Lesson 2-5
Good morning class! 🤗🦋 WELCOME > BIENVENIDOS 🌷😊
The students will be able to:
Understand how binary numbers are used in computers.
Understand what "Bits" (binary digits) are and how to use them in computers.
All the worksheets must be submitted here (Google Classroom)
1) Decode the Lesson 2-5 Secret Message Tom is trapped... (pdf worksheet activity) write YOUR answer on the handout (teamwork).
2) 2.5 ASCII Secret Message Project University Floor -Worksheet (share your binary message with a team member so you can "decode" his/her secret message (and vice versa) to get FULL credit on this activity.
For homework (due Monday, Oct.10, 2023):
3) Lesson 2-5 More on Binary Numbers (There's only 2 questions)
Good morning class! 🤗🦋 WELCOME > BIENVENIDOS 🌷😊
The students will be able to:
Understand how binary numbers are used in computers.
Understand what "Bits" (binary digits) are and how to use them in computers.
All the worksheets must be submitted here (Google Classroom)
1) Decode the Lesson 2-5 Secret Message Tom is trapped... (pdf worksheet activity) write YOUR answer on the handout (teamwork).
2) 2.5 ASCII Secret Message Project University Floor -Worksheet (share your binary message with a team member so you can "decode" his/her secret message (and vice versa) to get FULL credit on this activity.
For homework (due Monday, Oct.10, 2023):
3) Lesson 2-5 More on Binary Numbers (There's only 2 questions)
Due:
Lesson 1-8 - What is Intelligence?
The student will be able to
Explain the idea of intelligence especially as it relates to computers.
Explain what it means for a machine to “learn”.
Discuss whether computers are intelligent or whether they only behave intelligently.
Explain the idea of intelligence especially as it relates to computers.
Explain what it means for a machine to “learn”.
Discuss whether computers are intelligent or whether they only behave intelligently.
Due:
Lesson 1-8 - What is Intelligence?
The student will be able to
Explain the idea of intelligence especially as it relates to computers.
Explain what it means for a machine to “learn”.
Discuss whether computers are intelligent or whether they only behave intelligently.
Explain the idea of intelligence especially as it relates to computers.
Explain what it means for a machine to “learn”.
Discuss whether computers are intelligent or whether they only behave intelligently.
Due:
Lesson 1-8 - What is Intelligence?
The student will be able to
Explain the idea of intelligence especially as it relates to computers.
Explain what it means for a machine to “learn”.
Discuss whether computers are intelligent or whether they only behave intelligently.
Explain the idea of intelligence especially as it relates to computers.
Explain what it means for a machine to “learn”.
Discuss whether computers are intelligent or whether they only behave intelligently.
Due:
Unit 2: Problem Solving > 2.3/2.4 Phases of Problem Solving
Unit 2: Problem Solving
The focus of Unit 2 is developing problem-solving strategies to better analyze a problem. There is also a focus on several common types of algorithms in computer science.
Objectives:
The students will be able to:
Name and explain the steps in the problem-solving process.
Solve a problem by applying the problem-solving process.
Express a solution using standard design tools.
Determine if a given solution successfully solves a stated problem.
The student will be able to:
Recognize various forms of communication as data exchange.
Describe the implications of data exchange on social interactions.
Consider the privacy of data that they create.
Explain the difference between data used for making a case and data that informs a discovery.
Describe good research questions.
Topics and themes:
The steps of the problem-solving process.
Using data to investigate a question.
Identifying and demonstrating problem-solving techniques and strategies
using a chart/table
making a graph
drawing a picture
starting with a smaller sample size
simulation/acting it out
modeling
looking for a pattern
extrapolation
working backwards
Communicating your problem-solving strategy/process.
Binary numbers and why they are important to computing.
Divide and conquer algorithms
Comparing common Sorting algorithms
Collaborating with peers.
Developing effective group work habits
The focus of Unit 2 is developing problem-solving strategies to better analyze a problem. There is also a focus on several common types of algorithms in computer science.
Objectives:
The students will be able to:
Name and explain the steps in the problem-solving process.
Solve a problem by applying the problem-solving process.
Express a solution using standard design tools.
Determine if a given solution successfully solves a stated problem.
The student will be able to:
Recognize various forms of communication as data exchange.
Describe the implications of data exchange on social interactions.
Consider the privacy of data that they create.
Explain the difference between data used for making a case and data that informs a discovery.
Describe good research questions.
Topics and themes:
The steps of the problem-solving process.
Using data to investigate a question.
Identifying and demonstrating problem-solving techniques and strategies
using a chart/table
making a graph
drawing a picture
starting with a smaller sample size
simulation/acting it out
modeling
looking for a pattern
extrapolation
working backwards
Communicating your problem-solving strategy/process.
Binary numbers and why they are important to computing.
Divide and conquer algorithms
Comparing common Sorting algorithms
Collaborating with peers.
Developing effective group work habits
Due:
Unit 2: Problem Solving > 2.3/2.4 Phases of Problem Solving
Unit 2: Problem Solving
The focus of Unit 2 is developing problem-solving strategies to better analyze a problem. There is also a focus on several common types of algorithms in computer science.
Objectives:
The students will be able to:
Name and explain the steps in the problem-solving process.
Solve a problem by applying the problem-solving process.
Express a solution using standard design tools.
Determine if a given solution successfully solves a stated problem.
The student will be able to:
Recognize various forms of communication as data exchange.
Describe the implications of data exchange on social interactions.
Consider the privacy of data that they create.
Explain the difference between data used for making a case and data that informs a discovery.
Describe good research questions.
Topics and themes:
The steps of the problem-solving process.
Using data to investigate a question.
Identifying and demonstrating problem-solving techniques and strategies
using a chart/table
making a graph
drawing a picture
starting with a smaller sample size
simulation/acting it out
modeling
looking for a pattern
extrapolation
working backwards
Communicating your problem-solving strategy/process.
Binary numbers and why they are important to computing.
Divide and conquer algorithms
Comparing common Sorting algorithms
Collaborating with peers.
Developing effective group work habits
The focus of Unit 2 is developing problem-solving strategies to better analyze a problem. There is also a focus on several common types of algorithms in computer science.
Objectives:
The students will be able to:
Name and explain the steps in the problem-solving process.
Solve a problem by applying the problem-solving process.
Express a solution using standard design tools.
Determine if a given solution successfully solves a stated problem.
The student will be able to:
Recognize various forms of communication as data exchange.
Describe the implications of data exchange on social interactions.
Consider the privacy of data that they create.
Explain the difference between data used for making a case and data that informs a discovery.
Describe good research questions.
Topics and themes:
The steps of the problem-solving process.
Using data to investigate a question.
Identifying and demonstrating problem-solving techniques and strategies
using a chart/table
making a graph
drawing a picture
starting with a smaller sample size
simulation/acting it out
modeling
looking for a pattern
extrapolation
working backwards
Communicating your problem-solving strategy/process.
Binary numbers and why they are important to computing.
Divide and conquer algorithms
Comparing common Sorting algorithms
Collaborating with peers.
Developing effective group work habits
Due:
Unit 2: Problem Solving > 2.3/2.4 Phases of Problem Solving
Unit 2: Problem Solving
The focus of Unit 2 is developing problem-solving strategies to better analyze a problem. There is also a focus on several common types of algorithms in computer science.
Objectives:
The students will be able to:
Name and explain the steps in the problem-solving process.
Solve a problem by applying the problem-solving process.
Express a solution using standard design tools.
Determine if a given solution successfully solves a stated problem.
The student will be able to:
Recognize various forms of communication as data exchange.
Describe the implications of data exchange on social interactions.
Consider the privacy of data that they create.
Explain the difference between data used for making a case and data that informs a discovery.
Describe good research questions.
Topics and themes:
The steps of the problem-solving process.
Using data to investigate a question.
Identifying and demonstrating problem-solving techniques and strategies
using a chart/table
making a graph
drawing a picture
starting with a smaller sample size
simulation/acting it out
modeling
looking for a pattern
extrapolation
working backwards
Communicating your problem-solving strategy/process.
Binary numbers and why they are important to computing.
Divide and conquer algorithms
Comparing common Sorting algorithms
Collaborating with peers.
Developing effective group work habits
The focus of Unit 2 is developing problem-solving strategies to better analyze a problem. There is also a focus on several common types of algorithms in computer science.
Objectives:
The students will be able to:
Name and explain the steps in the problem-solving process.
Solve a problem by applying the problem-solving process.
Express a solution using standard design tools.
Determine if a given solution successfully solves a stated problem.
The student will be able to:
Recognize various forms of communication as data exchange.
Describe the implications of data exchange on social interactions.
Consider the privacy of data that they create.
Explain the difference between data used for making a case and data that informs a discovery.
Describe good research questions.
Topics and themes:
The steps of the problem-solving process.
Using data to investigate a question.
Identifying and demonstrating problem-solving techniques and strategies
using a chart/table
making a graph
drawing a picture
starting with a smaller sample size
simulation/acting it out
modeling
looking for a pattern
extrapolation
working backwards
Communicating your problem-solving strategy/process.
Binary numbers and why they are important to computing.
Divide and conquer algorithms
Comparing common Sorting algorithms
Collaborating with peers.
Developing effective group work habits
Due:
Unit 2: Problem Solving > 2.3/2.4 Phases of Problem Solving
Unit 2: Problem Solving
The focus of Unit 2 is developing problem-solving strategies to better analyze a problem. There is also a focus on several common types of algorithms in computer science.
Objectives:
The students will be able to:
Name and explain the steps in the problem-solving process.
Solve a problem by applying the problem-solving process.
Express a solution using standard design tools.
Determine if a given solution successfully solves a stated problem.
The student will be able to:
Recognize various forms of communication as data exchange.
Describe the implications of data exchange on social interactions.
Consider the privacy of data that they create.
Explain the difference between data used for making a case and data that informs a discovery.
Describe good research questions.
Topics and themes:
The steps of the problem-solving process.
Using data to investigate a question.
Identifying and demonstrating problem-solving techniques and strategies
using a chart/table
making a graph
drawing a picture
starting with a smaller sample size
simulation/acting it out
modeling
looking for a pattern
extrapolation
working backwards
Communicating your problem-solving strategy/process.
Binary numbers and why they are important to computing.
Divide and conquer algorithms
Comparing common Sorting algorithms
Collaborating with peers.
Developing effective group work habits
The focus of Unit 2 is developing problem-solving strategies to better analyze a problem. There is also a focus on several common types of algorithms in computer science.
Objectives:
The students will be able to:
Name and explain the steps in the problem-solving process.
Solve a problem by applying the problem-solving process.
Express a solution using standard design tools.
Determine if a given solution successfully solves a stated problem.
The student will be able to:
Recognize various forms of communication as data exchange.
Describe the implications of data exchange on social interactions.
Consider the privacy of data that they create.
Explain the difference between data used for making a case and data that informs a discovery.
Describe good research questions.
Topics and themes:
The steps of the problem-solving process.
Using data to investigate a question.
Identifying and demonstrating problem-solving techniques and strategies
using a chart/table
making a graph
drawing a picture
starting with a smaller sample size
simulation/acting it out
modeling
looking for a pattern
extrapolation
working backwards
Communicating your problem-solving strategy/process.
Binary numbers and why they are important to computing.
Divide and conquer algorithms
Comparing common Sorting algorithms
Collaborating with peers.
Developing effective group work habits
Due:
1.6 Visualizing Data
🌷 Lesson 1-6 ECS
Good morning class! 🤗🦋 WELCOME > BIENVENIDOS 🌷😊
COMPUTERS FOR COMMUNICATION & SOCIETY
Objective: The students will be able to
Explain the concept of a computer program.
Start > Lesson 1-6 Visualizing Data, Modeling, and Design
Good morning class! 🤗🦋 WELCOME > BIENVENIDOS 🌷😊
COMPUTERS FOR COMMUNICATION & SOCIETY
Objective: The students will be able to
Explain the concept of a computer program.
Start > Lesson 1-6 Visualizing Data, Modeling, and Design
Due:
1.6 Visualizing Data
🌷 Lesson 1-6 ECS
Good morning class! 🤗🦋 WELCOME > BIENVENIDOS 🌷😊
COMPUTERS FOR COMMUNICATION & SOCIETY
Objective: The students will be able to
Explain the concept of a computer program.
Start > Lesson 1-6 Visualizing Data, Modeling, and Design
Good morning class! 🤗🦋 WELCOME > BIENVENIDOS 🌷😊
COMPUTERS FOR COMMUNICATION & SOCIETY
Objective: The students will be able to
Explain the concept of a computer program.
Start > Lesson 1-6 Visualizing Data, Modeling, and Design
Due:
1.6 Visualizing Data
🌷 Lesson 1-6 ECS
Good morning class! 🤗🦋 WELCOME > BIENVENIDOS 🌷😊
COMPUTERS FOR COMMUNICATION & SOCIETY
Objective: The students will be able to
Explain the concept of a computer program.
Start > Lesson 1-6 Visualizing Data, Modeling, and Design
Good morning class! 🤗🦋 WELCOME > BIENVENIDOS 🌷😊
COMPUTERS FOR COMMUNICATION & SOCIETY
Objective: The students will be able to
Explain the concept of a computer program.
Start > Lesson 1-6 Visualizing Data, Modeling, and Design
Due:
Digital Footprints
Read the questions carefully and then select the appropriate answer choice(s).
Due:
Lesson 1-4 Part 2
Terms to Understand:
Ethical Design: Refers to products and services that are created in a way that pursues positive principles over profits.
Algorithm: A detailed step-by-step instruction set or formula for solving a problem or completing a task. Social media platforms such as Facebook, Twitter, and Snapchat use complex algorithms to understand user habits and predict future behavior.
Political Polarization: The growing gap between ideas and policies endorsed by political parties. Over the past 25 years in the U.S., the Democratic Party has moved to the “left,” while the Republican Party has moved more to the “right.
Objective:
Students explore relevant Internet-social dilemmas: Internet Censorship, or the Digital Divide. Students apply their knowledge of how the Internet works to address core questions related to the documentary the Social Dilemma.
Multimedia: Anchor Standard #7 for Reading. (The three Anchor Standards read: “Integrate and evaluate content presented in diverse media, including visually and quantitatively as well as in words.”) Common Core Standards
Ethical Design: Refers to products and services that are created in a way that pursues positive principles over profits.
Algorithm: A detailed step-by-step instruction set or formula for solving a problem or completing a task. Social media platforms such as Facebook, Twitter, and Snapchat use complex algorithms to understand user habits and predict future behavior.
Political Polarization: The growing gap between ideas and policies endorsed by political parties. Over the past 25 years in the U.S., the Democratic Party has moved to the “left,” while the Republican Party has moved more to the “right.
Objective:
Students explore relevant Internet-social dilemmas: Internet Censorship, or the Digital Divide. Students apply their knowledge of how the Internet works to address core questions related to the documentary the Social Dilemma.
Multimedia: Anchor Standard #7 for Reading. (The three Anchor Standards read: “Integrate and evaluate content presented in diverse media, including visually and quantitatively as well as in words.”) Common Core Standards
Due:
Lesson 1-4 Part 2
Terms to Understand:
Ethical Design: Refers to products and services that are created in a way that pursues positive principles over profits.
Algorithm: A detailed step-by-step instruction set or formula for solving a problem or completing a task. Social media platforms such as Facebook, Twitter, and Snapchat use complex algorithms to understand user habits and predict future behavior.
Political Polarization: The growing gap between ideas and policies endorsed by political parties. Over the past 25 years in the U.S., the Democratic Party has moved to the “left,” while the Republican Party has moved more to the “right.
Objective:
Students explore relevant Internet-social dilemmas: Internet Censorship, or the Digital Divide. Students apply their knowledge of how the Internet works to address core questions related to the documentary the Social Dilemma.
Multimedia: Anchor Standard #7 for Reading. (The three Anchor Standards read: “Integrate and evaluate content presented in diverse media, including visually and quantitatively as well as in words.”) Common Core Standards
Ethical Design: Refers to products and services that are created in a way that pursues positive principles over profits.
Algorithm: A detailed step-by-step instruction set or formula for solving a problem or completing a task. Social media platforms such as Facebook, Twitter, and Snapchat use complex algorithms to understand user habits and predict future behavior.
Political Polarization: The growing gap between ideas and policies endorsed by political parties. Over the past 25 years in the U.S., the Democratic Party has moved to the “left,” while the Republican Party has moved more to the “right.
Objective:
Students explore relevant Internet-social dilemmas: Internet Censorship, or the Digital Divide. Students apply their knowledge of how the Internet works to address core questions related to the documentary the Social Dilemma.
Multimedia: Anchor Standard #7 for Reading. (The three Anchor Standards read: “Integrate and evaluate content presented in diverse media, including visually and quantitatively as well as in words.”) Common Core Standards
Due:
Lesson 1-4 Part 2
Terms to Understand:
Ethical Design: Refers to products and services that are created in a way that pursues positive principles over profits.
Algorithm: A detailed step-by-step instruction set or formula for solving a problem or completing a task. Social media platforms such as Facebook, Twitter, and Snapchat use complex algorithms to understand user habits and predict future behavior.
Political Polarization: The growing gap between ideas and policies endorsed by political parties. Over the past 25 years in the U.S., the Democratic Party has moved to the “left,” while the Republican Party has moved more to the “right.
Objective:
Students explore relevant Internet-social dilemmas: Internet Censorship, or the Digital Divide. Students apply their knowledge of how the Internet works to address core questions related to the documentary the Social Dilemma.
Multimedia: Anchor Standard #7 for Reading. (The three Anchor Standards read: “Integrate and evaluate content presented in diverse media, including visually and quantitatively as well as in words.”) Common Core Standards
Ethical Design: Refers to products and services that are created in a way that pursues positive principles over profits.
Algorithm: A detailed step-by-step instruction set or formula for solving a problem or completing a task. Social media platforms such as Facebook, Twitter, and Snapchat use complex algorithms to understand user habits and predict future behavior.
Political Polarization: The growing gap between ideas and policies endorsed by political parties. Over the past 25 years in the U.S., the Democratic Party has moved to the “left,” while the Republican Party has moved more to the “right.
Objective:
Students explore relevant Internet-social dilemmas: Internet Censorship, or the Digital Divide. Students apply their knowledge of how the Internet works to address core questions related to the documentary the Social Dilemma.
Multimedia: Anchor Standard #7 for Reading. (The three Anchor Standards read: “Integrate and evaluate content presented in diverse media, including visually and quantitatively as well as in words.”) Common Core Standards
Due:
Lesson 1-4 Part 2
Terms to Understand:
Ethical Design: Refers to products and services that are created in a way that pursues positive principles over profits.
Algorithm: A detailed step-by-step instruction set or formula for solving a problem or completing a task. Social media platforms such as Facebook, Twitter, and Snapchat use complex algorithms to understand user habits and predict future behavior.
Political Polarization: The growing gap between ideas and policies endorsed by political parties. Over the past 25 years in the U.S., the Democratic Party has moved to the “left,” while the Republican Party has moved more to the “right.
Objective:
Students explore relevant Internet-social dilemmas: Internet Censorship, or the Digital Divide. Students apply their knowledge of how the Internet works to address core questions related to the documentary the Social Dilemma.
Multimedia: Anchor Standard #7 for Reading. (The three Anchor Standards read: “Integrate and evaluate content presented in diverse media, including visually and quantitatively as well as in words.”) Common Core Standards
Ethical Design: Refers to products and services that are created in a way that pursues positive principles over profits.
Algorithm: A detailed step-by-step instruction set or formula for solving a problem or completing a task. Social media platforms such as Facebook, Twitter, and Snapchat use complex algorithms to understand user habits and predict future behavior.
Political Polarization: The growing gap between ideas and policies endorsed by political parties. Over the past 25 years in the U.S., the Democratic Party has moved to the “left,” while the Republican Party has moved more to the “right.
Objective:
Students explore relevant Internet-social dilemmas: Internet Censorship, or the Digital Divide. Students apply their knowledge of how the Internet works to address core questions related to the documentary the Social Dilemma.
Multimedia: Anchor Standard #7 for Reading. (The three Anchor Standards read: “Integrate and evaluate content presented in diverse media, including visually and quantitatively as well as in words.”) Common Core Standards
Due:
Lesson 1-4_COMPUTERS FOR COMMUNICATIONS
The student will be able to:
Explain how computers are used for communications.
Recognize various forms of communication as data exchange.
Describe the implications of data exchange on social interactions.
Consider privacy of data that they create.
1) Review: Web Site valuations > Journal Entries (see questions below)
2) Discuss forms of communication as data exchange (Computer-based communication mechanisms)
3) Discuss privacy of data and -data breaches online
4) Privacy Activity in teams - see slide #6 for instructions
Journal Entry 1: Select one or 2 questions to answer for journal entry 1.
How has your thinking about ranking search engines changed after you finished the Internet Scavenger Hunt?
WHY? How has your thinking about website selection changed after you evaluated the websites? WHY?
What do you know NOW?
Journal Entry 2: Select one or 2 questions from:
How DO website validity impact our web searches?
What remaining confusions/ new questions/ wonderings do we have?
Please make sure your FINAL slide project is "Turned In" in Google Classroom so it can be graded.
🌷Thank you for all your teamwork!!!!
🌸ღ╭⊱ꕥ Mrs. Ouiellé-Silva ꕥ⊱╮ღ 🌸
Explain how computers are used for communications.
Recognize various forms of communication as data exchange.
Describe the implications of data exchange on social interactions.
Consider privacy of data that they create.
1) Review: Web Site valuations > Journal Entries (see questions below)
2) Discuss forms of communication as data exchange (Computer-based communication mechanisms)
3) Discuss privacy of data and -data breaches online
4) Privacy Activity in teams - see slide #6 for instructions
Journal Entry 1: Select one or 2 questions to answer for journal entry 1.
How has your thinking about ranking search engines changed after you finished the Internet Scavenger Hunt?
WHY? How has your thinking about website selection changed after you evaluated the websites? WHY?
What do you know NOW?
Journal Entry 2: Select one or 2 questions from:
How DO website validity impact our web searches?
What remaining confusions/ new questions/ wonderings do we have?
Please make sure your FINAL slide project is "Turned In" in Google Classroom so it can be graded.
🌷Thank you for all your teamwork!!!!
🌸ღ╭⊱ꕥ Mrs. Ouiellé-Silva ꕥ⊱╮ღ 🌸
Due:
Lesson 1-3b - Web Site Evaluation
🌷 Week 4 Day 1 Lesson 1-3B ECS
Good morning class!
🤗🦋 WELCOME > BIENVENIDOS > BIENVENUES🌷😊
SEARCH ENGINES
Objective: The student will be able to:
Perform searches and explain how to refine a search to retrieve better information
Identify resources for finding information in addition to ranking-based search engines
Differentiate between ranking-based search engines and social bookmarking (collaborative) search engines.
CRITERIA FOR EVALUATING WEBSITES:
1. Authority > Does the author have appropriate qualifications with respect to the information being presented?
2.Purpose> Is the purpose to inform or give factual information?
3.Coverage > Is the information presented comparable to information on the same topic presented by other sites?
4. Accuracy > Is the information free of factual errors?
5. Objectivity > Is the information free from obvious bias?
6. Currency > Are there creation and revision dates? Is it up-to-date?7.Appearance > Does the site have a professional appearance? Proper grammar, spelling, and composition?
🌷Let's have a great lesson!!!
Don't forget to demonstrate your "Above and Beyond Attitude"
🌸ღ╭⊱ꕥ Mrs. Ouiellé-Silva ꕥ⊱╮ღ 🌸
Good morning class!
🤗🦋 WELCOME > BIENVENIDOS > BIENVENUES🌷😊
SEARCH ENGINES
Objective: The student will be able to:
Perform searches and explain how to refine a search to retrieve better information
Identify resources for finding information in addition to ranking-based search engines
Differentiate between ranking-based search engines and social bookmarking (collaborative) search engines.
CRITERIA FOR EVALUATING WEBSITES:
1. Authority > Does the author have appropriate qualifications with respect to the information being presented?
2.Purpose> Is the purpose to inform or give factual information?
3.Coverage > Is the information presented comparable to information on the same topic presented by other sites?
4. Accuracy > Is the information free of factual errors?
5. Objectivity > Is the information free from obvious bias?
6. Currency > Are there creation and revision dates? Is it up-to-date?7.Appearance > Does the site have a professional appearance? Proper grammar, spelling, and composition?
🌷Let's have a great lesson!!!
Don't forget to demonstrate your "Above and Beyond Attitude"
🌸ღ╭⊱ꕥ Mrs. Ouiellé-Silva ꕥ⊱╮ღ 🌸
Due:
Lesson 1-3b - Web Site Evaluation
🌷 Week 4 Day 1 Lesson 1-3B ECS
Good morning class!
🤗🦋 WELCOME > BIENVENIDOS > BIENVENUES🌷😊
SEARCH ENGINES
Objective: The student will be able to:
Perform searches and explain how to refine a search to retrieve better information
Identify resources for finding information in addition to ranking-based search engines
Differentiate between ranking-based search engines and social bookmarking (collaborative) search engines.
CRITERIA FOR EVALUATING WEBSITES:
1. Authority > Does the author have appropriate qualifications with respect to the information being presented?
2.Purpose> Is the purpose to inform or give factual information?
3.Coverage > Is the information presented comparable to information on the same topic presented by other sites?
4. Accuracy > Is the information free of factual errors?
5. Objectivity > Is the information free from obvious bias?
6. Currency > Are there creation and revision dates? Is it up-to-date?7.Appearance > Does the site have a professional appearance? Proper grammar, spelling, and composition?
🌷Let's have a great lesson!!!
Don't forget to demonstrate your "Above and Beyond Attitude"
🌸ღ╭⊱ꕥ Mrs. Ouiellé-Silva ꕥ⊱╮ღ 🌸
Good morning class!
🤗🦋 WELCOME > BIENVENIDOS > BIENVENUES🌷😊
SEARCH ENGINES
Objective: The student will be able to:
Perform searches and explain how to refine a search to retrieve better information
Identify resources for finding information in addition to ranking-based search engines
Differentiate between ranking-based search engines and social bookmarking (collaborative) search engines.
CRITERIA FOR EVALUATING WEBSITES:
1. Authority > Does the author have appropriate qualifications with respect to the information being presented?
2.Purpose> Is the purpose to inform or give factual information?
3.Coverage > Is the information presented comparable to information on the same topic presented by other sites?
4. Accuracy > Is the information free of factual errors?
5. Objectivity > Is the information free from obvious bias?
6. Currency > Are there creation and revision dates? Is it up-to-date?7.Appearance > Does the site have a professional appearance? Proper grammar, spelling, and composition?
🌷Let's have a great lesson!!!
Don't forget to demonstrate your "Above and Beyond Attitude"
🌸ღ╭⊱ꕥ Mrs. Ouiellé-Silva ꕥ⊱╮ღ 🌸
Due:
Lesson 1-3b - Web Site Evaluation
🌷 Week 4 Day 1 Lesson 1-3B ECS
Good morning class!
🤗🦋 WELCOME > BIENVENIDOS > BIENVENUES🌷😊
SEARCH ENGINES
Objective: The student will be able to:
Perform searches and explain how to refine a search to retrieve better information
Identify resources for finding information in addition to ranking-based search engines
Differentiate between ranking-based search engines and social bookmarking (collaborative) search engines.
CRITERIA FOR EVALUATING WEBSITES:
1. Authority > Does the author have appropriate qualifications with respect to the information being presented?
2.Purpose> Is the purpose to inform or give factual information?
3.Coverage > Is the information presented comparable to information on the same topic presented by other sites?
4. Accuracy > Is the information free of factual errors?
5. Objectivity > Is the information free from obvious bias?
6. Currency > Are there creation and revision dates? Is it up-to-date?7.Appearance > Does the site have a professional appearance? Proper grammar, spelling, and composition?
🌷Let's have a great lesson!!!
Don't forget to demonstrate your "Above and Beyond Attitude"
🌸ღ╭⊱ꕥ Mrs. Ouiellé-Silva ꕥ⊱╮ღ 🌸
Good morning class!
🤗🦋 WELCOME > BIENVENIDOS > BIENVENUES🌷😊
SEARCH ENGINES
Objective: The student will be able to:
Perform searches and explain how to refine a search to retrieve better information
Identify resources for finding information in addition to ranking-based search engines
Differentiate between ranking-based search engines and social bookmarking (collaborative) search engines.
CRITERIA FOR EVALUATING WEBSITES:
1. Authority > Does the author have appropriate qualifications with respect to the information being presented?
2.Purpose> Is the purpose to inform or give factual information?
3.Coverage > Is the information presented comparable to information on the same topic presented by other sites?
4. Accuracy > Is the information free of factual errors?
5. Objectivity > Is the information free from obvious bias?
6. Currency > Are there creation and revision dates? Is it up-to-date?7.Appearance > Does the site have a professional appearance? Proper grammar, spelling, and composition?
🌷Let's have a great lesson!!!
Don't forget to demonstrate your "Above and Beyond Attitude"
🌸ღ╭⊱ꕥ Mrs. Ouiellé-Silva ꕥ⊱╮ღ 🌸
Due:
Lesson 1-3b - Web Site Evaluation
🌷 Week 4 Day 1 Lesson 1-3B ECS
Good morning class!
🤗🦋 WELCOME > BIENVENIDOS > BIENVENUES🌷😊
SEARCH ENGINES
Objective: The student will be able to:
Perform searches and explain how to refine a search to retrieve better information
Identify resources for finding information in addition to ranking-based search engines
Differentiate between ranking-based search engines and social bookmarking (collaborative) search engines.
CRITERIA FOR EVALUATING WEBSITES:
1. Authority > Does the author have appropriate qualifications with respect to the information being presented?
2.Purpose> Is the purpose to inform or give factual information?
3.Coverage > Is the information presented comparable to information on the same topic presented by other sites?
4. Accuracy > Is the information free of factual errors?
5. Objectivity > Is the information free from obvious bias?
6. Currency > Are there creation and revision dates? Is it up-to-date?7.Appearance > Does the site have a professional appearance? Proper grammar, spelling, and composition?
🌷Let's have a great lesson!!!
Don't forget to demonstrate your "Above and Beyond Attitude"
🌸ღ╭⊱ꕥ Mrs. Ouiellé-Silva ꕥ⊱╮ღ 🌸
Good morning class!
🤗🦋 WELCOME > BIENVENIDOS > BIENVENUES🌷😊
SEARCH ENGINES
Objective: The student will be able to:
Perform searches and explain how to refine a search to retrieve better information
Identify resources for finding information in addition to ranking-based search engines
Differentiate between ranking-based search engines and social bookmarking (collaborative) search engines.
CRITERIA FOR EVALUATING WEBSITES:
1. Authority > Does the author have appropriate qualifications with respect to the information being presented?
2.Purpose> Is the purpose to inform or give factual information?
3.Coverage > Is the information presented comparable to information on the same topic presented by other sites?
4. Accuracy > Is the information free of factual errors?
5. Objectivity > Is the information free from obvious bias?
6. Currency > Are there creation and revision dates? Is it up-to-date?7.Appearance > Does the site have a professional appearance? Proper grammar, spelling, and composition?
🌷Let's have a great lesson!!!
Don't forget to demonstrate your "Above and Beyond Attitude"
🌸ღ╭⊱ꕥ Mrs. Ouiellé-Silva ꕥ⊱╮ღ 🌸
Due:
Lesson 1-3 SEARCH ENGINES Week 3
Lesson 1B ECS
🤗🦋 Good morning class! 🌷😊
SHOPPING FOR THE BEST COMPUTER
1) The student will be able to:
Describe the uses for computer hardware components
Choose hardware components for various types of users and shop online for the best computer (parts)
-Computer buying Project Presentation-Groups (15mins) -
Your task is to give your partner at least 2 options and then give them advice on which one to buy. Your project will be presented to the class. (One student per group will upload the slideshow presentation here in this assignment so t can be graded)
2) Lesson 1-3 SEARCH ENGINES
Objective: Students will be able to:
Perform searches and explain how to refine a search to retrieve better information
Identify resources for finding information in addition to ranking-based search engines
Differentiate between ranking-based search engines and social bookmarking (collaborative) search engines.
Use a variety of Web 2.0 applications
Develop and use a rubric to evaluate websites
-Journal Entry
- Scavenger Hunt
One person -from each team- will open Lesson 1-3 - Internet Scavenger Hunt from Google Classroom) > Make a Copy > Share your copy of the file with the members of your team.
Below EXTRA PRACTICE/ HW Make sure you click “yes” to use flash player to play the games listed below.
https://www.quia.com/mc/65620.html -match the item with its description
https://www.quia.com/cc/65620.html: Concentration game
https://www.quia.com/ws/65620.html Word search
🤗🦋 Good morning class! 🌷😊
SHOPPING FOR THE BEST COMPUTER
1) The student will be able to:
Describe the uses for computer hardware components
Choose hardware components for various types of users and shop online for the best computer (parts)
-Computer buying Project Presentation-Groups (15mins) -
Your task is to give your partner at least 2 options and then give them advice on which one to buy. Your project will be presented to the class. (One student per group will upload the slideshow presentation here in this assignment so t can be graded)
2) Lesson 1-3 SEARCH ENGINES
Objective: Students will be able to:
Perform searches and explain how to refine a search to retrieve better information
Identify resources for finding information in addition to ranking-based search engines
Differentiate between ranking-based search engines and social bookmarking (collaborative) search engines.
Use a variety of Web 2.0 applications
Develop and use a rubric to evaluate websites
-Journal Entry
- Scavenger Hunt
One person -from each team- will open Lesson 1-3 - Internet Scavenger Hunt from Google Classroom) > Make a Copy > Share your copy of the file with the members of your team.
Below EXTRA PRACTICE/ HW Make sure you click “yes” to use flash player to play the games listed below.
https://www.quia.com/mc/65620.html -match the item with its description
https://www.quia.com/cc/65620.html: Concentration game
https://www.quia.com/ws/65620.html Word search
Due:
🤗🦋 KIND REMINDER 🌷😊
🌷 *If you haven't done so... Bring a small box of kleenex (write your name and period on it)
& Your ECS Notebook/Folder.
*If you brought it - Thank you/MERCI/ Gracias for your kindness and reliability!
🌸ღ╭⊱ꕥ Mrs. Ouiellé-Silva ꕥ⊱╮ღ 🌸
& Your ECS Notebook/Folder.
*If you brought it - Thank you/MERCI/ Gracias for your kindness and reliability!
🌸ღ╭⊱ꕥ Mrs. Ouiellé-Silva ꕥ⊱╮ღ 🌸
Due:
Lesson 1-3 SEARCH ENGINES Week 3
Lesson 1B ECS
🤗🦋 Good morning class! 🌷😊
SHOPPING FOR THE BEST COMPUTER
1) The student will be able to:
Describe the uses for computer hardware components
Choose hardware components for various types of users and shop online for the best computer (parts)
-Computer buying Project Presentation-Groups (15mins) -
Your task is to give your partner at least 2 options and then give them advice on which one to buy. Your project will be presented to the class. (One student per group will upload the slideshow presentation here in this assignment so t can be graded)
2) Lesson 1-3 SEARCH ENGINES
Objective: Students will be able to:
Perform searches and explain how to refine a search to retrieve better information
Identify resources for finding information in addition to ranking-based search engines
Differentiate between ranking-based search engines and social bookmarking (collaborative) search engines.
Use a variety of Web 2.0 applications
Develop and use a rubric to evaluate websites
-Journal Entry
- Scavenger Hunt
One person -from each team- will open Lesson 1-3 - Internet Scavenger Hunt from Google Classroom) > Make a Copy > Share your copy of the file with the members of your team.
Below EXTRA PRACTICE/ HW Make sure you click “yes” to use flash player to play the games listed below.
https://www.quia.com/mc/65620.html -match the item with its description
https://www.quia.com/cc/65620.html: Concentration game
https://www.quia.com/ws/65620.html Word search
🤗🦋 Good morning class! 🌷😊
SHOPPING FOR THE BEST COMPUTER
1) The student will be able to:
Describe the uses for computer hardware components
Choose hardware components for various types of users and shop online for the best computer (parts)
-Computer buying Project Presentation-Groups (15mins) -
Your task is to give your partner at least 2 options and then give them advice on which one to buy. Your project will be presented to the class. (One student per group will upload the slideshow presentation here in this assignment so t can be graded)
2) Lesson 1-3 SEARCH ENGINES
Objective: Students will be able to:
Perform searches and explain how to refine a search to retrieve better information
Identify resources for finding information in addition to ranking-based search engines
Differentiate between ranking-based search engines and social bookmarking (collaborative) search engines.
Use a variety of Web 2.0 applications
Develop and use a rubric to evaluate websites
-Journal Entry
- Scavenger Hunt
One person -from each team- will open Lesson 1-3 - Internet Scavenger Hunt from Google Classroom) > Make a Copy > Share your copy of the file with the members of your team.
Below EXTRA PRACTICE/ HW Make sure you click “yes” to use flash player to play the games listed below.
https://www.quia.com/mc/65620.html -match the item with its description
https://www.quia.com/cc/65620.html: Concentration game
https://www.quia.com/ws/65620.html Word search
Due:
Lesson 1-3 SEARCH ENGINES Week 3
Lesson 1B ECS
🤗🦋 Good morning class! 🌷😊
SHOPPING FOR THE BEST COMPUTER
1) The student will be able to:
Describe the uses for computer hardware components
Choose hardware components for various types of users and shop online for the best computer (parts)
-Computer buying Project Presentation-Groups (15mins) -
Your task is to give your partner at least 2 options and then give them advice on which one to buy. Your project will be presented to the class. (One student per group will upload the slideshow presentation here in this assignment so t can be graded)
2) Lesson 1-3 SEARCH ENGINES
Objective: Students will be able to:
Perform searches and explain how to refine a search to retrieve better information
Identify resources for finding information in addition to ranking-based search engines
Differentiate between ranking-based search engines and social bookmarking (collaborative) search engines.
Use a variety of Web 2.0 applications
Develop and use a rubric to evaluate websites
-Journal Entry
- Scavenger Hunt
One person -from each team- will open Lesson 1-3 - Internet Scavenger Hunt from Google Classroom) > Make a Copy > Share your copy of the file with the members of your team.
Below EXTRA PRACTICE/ HW Make sure you click “yes” to use flash player to play the games listed below.
https://www.quia.com/mc/65620.html -match the item with its description
https://www.quia.com/cc/65620.html: Concentration game
https://www.quia.com/ws/65620.html Word search
🤗🦋 Good morning class! 🌷😊
SHOPPING FOR THE BEST COMPUTER
1) The student will be able to:
Describe the uses for computer hardware components
Choose hardware components for various types of users and shop online for the best computer (parts)
-Computer buying Project Presentation-Groups (15mins) -
Your task is to give your partner at least 2 options and then give them advice on which one to buy. Your project will be presented to the class. (One student per group will upload the slideshow presentation here in this assignment so t can be graded)
2) Lesson 1-3 SEARCH ENGINES
Objective: Students will be able to:
Perform searches and explain how to refine a search to retrieve better information
Identify resources for finding information in addition to ranking-based search engines
Differentiate between ranking-based search engines and social bookmarking (collaborative) search engines.
Use a variety of Web 2.0 applications
Develop and use a rubric to evaluate websites
-Journal Entry
- Scavenger Hunt
One person -from each team- will open Lesson 1-3 - Internet Scavenger Hunt from Google Classroom) > Make a Copy > Share your copy of the file with the members of your team.
Below EXTRA PRACTICE/ HW Make sure you click “yes” to use flash player to play the games listed below.
https://www.quia.com/mc/65620.html -match the item with its description
https://www.quia.com/cc/65620.html: Concentration game
https://www.quia.com/ws/65620.html Word search
Due:
Lesson 1-3 SEARCH ENGINES Week 3
Lesson 1B ECS
🤗🦋 Good morning class! 🌷😊
SHOPPING FOR THE BEST COMPUTER
1) The student will be able to:
Describe the uses for computer hardware components
Choose hardware components for various types of users and shop online for the best computer (parts)
-Computer buying Project Presentation-Groups (15mins) -
Your task is to give your partner at least 2 options and then give them advice on which one to buy. Your project will be presented to the class. (One student per group will upload the slideshow presentation here in this assignment so t can be graded)
2) Lesson 1-3 SEARCH ENGINES
Objective: Students will be able to:
Perform searches and explain how to refine a search to retrieve better information
Identify resources for finding information in addition to ranking-based search engines
Differentiate between ranking-based search engines and social bookmarking (collaborative) search engines.
Use a variety of Web 2.0 applications
Develop and use a rubric to evaluate websites
-Journal Entry
- Scavenger Hunt
One person -from each team- will open Lesson 1-3 - Internet Scavenger Hunt from Google Classroom) > Make a Copy > Share your copy of the file with the members of your team.
Below EXTRA PRACTICE/ HW Make sure you click “yes” to use flash player to play the games listed below.
https://www.quia.com/mc/65620.html -match the item with its description
https://www.quia.com/cc/65620.html: Concentration game
https://www.quia.com/ws/65620.html Word search
🤗🦋 Good morning class! 🌷😊
SHOPPING FOR THE BEST COMPUTER
1) The student will be able to:
Describe the uses for computer hardware components
Choose hardware components for various types of users and shop online for the best computer (parts)
-Computer buying Project Presentation-Groups (15mins) -
Your task is to give your partner at least 2 options and then give them advice on which one to buy. Your project will be presented to the class. (One student per group will upload the slideshow presentation here in this assignment so t can be graded)
2) Lesson 1-3 SEARCH ENGINES
Objective: Students will be able to:
Perform searches and explain how to refine a search to retrieve better information
Identify resources for finding information in addition to ranking-based search engines
Differentiate between ranking-based search engines and social bookmarking (collaborative) search engines.
Use a variety of Web 2.0 applications
Develop and use a rubric to evaluate websites
-Journal Entry
- Scavenger Hunt
One person -from each team- will open Lesson 1-3 - Internet Scavenger Hunt from Google Classroom) > Make a Copy > Share your copy of the file with the members of your team.
Below EXTRA PRACTICE/ HW Make sure you click “yes” to use flash player to play the games listed below.
https://www.quia.com/mc/65620.html -match the item with its description
https://www.quia.com/cc/65620.html: Concentration game
https://www.quia.com/ws/65620.html Word search
Due:
🤗🦋 KIND REMINDER 🌷😊
🌷 *If you haven't done so... Bring a small box of kleenex (write your name and period on it)
& Your ECS Notebook/Folder.
*If you brought it - Thank you/MERCI/ Gracias for your kindness and reliability!
🌸ღ╭⊱ꕥ Mrs. Ouiellé-Silva ꕥ⊱╮ღ 🌸
& Your ECS Notebook/Folder.
*If you brought it - Thank you/MERCI/ Gracias for your kindness and reliability!
🌸ღ╭⊱ꕥ Mrs. Ouiellé-Silva ꕥ⊱╮ღ 🌸
Due:
🤗🦋 KIND REMINDER 🌷😊
🌷 *If you haven't done so... Bring a small box of kleenex (write your name and period on it)
& Your ECS Notebook/Folder.
*If you brought it - Thank you/MERCI/ Gracias for your kindness and reliability!
🌸ღ╭⊱ꕥ Mrs. Ouiellé-Silva ꕥ⊱╮ღ 🌸
& Your ECS Notebook/Folder.
*If you brought it - Thank you/MERCI/ Gracias for your kindness and reliability!
🌸ღ╭⊱ꕥ Mrs. Ouiellé-Silva ꕥ⊱╮ღ 🌸
Due:
🤗🦋 KIND REMINDER 🌷😊
🌷 *If you haven't done so... Bring a small box of kleenex (write your name and period on it)
& Your ECS Notebook/Folder.
*If you brought it - Thank you/MERCI/ Gracias for your kindness and reliability!
🌸ღ╭⊱ꕥ Mrs. Ouiellé-Silva ꕥ⊱╮ღ 🌸
& Your ECS Notebook/Folder.
*If you brought it - Thank you/MERCI/ Gracias for your kindness and reliability!
🌸ღ╭⊱ꕥ Mrs. Ouiellé-Silva ꕥ⊱╮ღ 🌸
Due:
Computer Parts -Want to Go the Extra Mile?
This is for extra practice!
Due:
Computer Parts -Want to Go the Extra Mile?
This is for extra practice!
Due:
Computer Parts -Want to Go the Extra Mile?
This is for extra practice!
Due:
Computer Parts -Want to Go the Extra Mile?
This is for extra practice!
Due:
Lesson 1-2 - Computer Buying Project 2023
The student will be able to:
Describe the uses for computer hardware components
Choose hardware components for various types of users
Computer Buying Project:
At your tables. Your task is to give YOUR PARTNER at least 3 options for a new computer and then give him/her/them advice on which one to buy. Your project will be presented to the class.
The final product can be a:
Google Slides
Debate
Skit
Video
Other approved product by Mrs. Ouielle-Silva
Computer Components Checklist
To buy a computer you need to decide what parts are important.
Look at the component list and decide which are important to the person you are shopping for.
Use these components to create a comparison chart between the computers you are considering.
Describe the uses for computer hardware components
Choose hardware components for various types of users
Computer Buying Project:
At your tables. Your task is to give YOUR PARTNER at least 3 options for a new computer and then give him/her/them advice on which one to buy. Your project will be presented to the class.
The final product can be a:
Google Slides
Debate
Skit
Video
Other approved product by Mrs. Ouielle-Silva
Computer Components Checklist
To buy a computer you need to decide what parts are important.
Look at the component list and decide which are important to the person you are shopping for.
Use these components to create a comparison chart between the computers you are considering.
Due:
Lesson 1-1B Internal Computer Parts
Week 2 Day 2 Lesson 1-2 ECS
Good morning class!
🤗🦋 WELCOME > BIENVENIDOS 🌷😊
INTERNAL PARTS OF A COMPUTER
Objective: To identify the parts of a computer and their uses. A hands-on experience today.
Online Research -Virtual shopping to find a better PC for your friend or relative
1) Computer Components Webquest ProjectFor this exercise, you will work in groups of up to 4/5. The groups are defined by your table. At the end of the row, you will find a PC. Your job as a team is to identify as many components (parts) in the computer as you can.
2) Carefully remove as many components from the PC as you can (you also have to reassemble the PC so remove and replace each part individually!). Use the internet or your handout to investigate the different components (parts) of a computer. Rather than search for each part individually, you may find it easier to do a search for computer hardware components. There are many sites with images and descriptions.
Below are the different components for you to investigate:
Processor (CPU)
RAM
Hard Drive
Optical Drive
Video Card
Sound Card
Wireless Network Adaptor
Power Supply
Day 1: Identify the major parts of a computer (Google Doc Lesson 1-1b- Computer Hardware Project -see below)
For each of the components/parts write down:
The name
What it is used for
What option is the component in your PC? If appropriate What size is it? How fast is it? (Use printed handout)
Day 2: For each of the components go virtual shopping and find a better option that will work in the PC.
Good morning class!
🤗🦋 WELCOME > BIENVENIDOS 🌷😊
INTERNAL PARTS OF A COMPUTER
Objective: To identify the parts of a computer and their uses. A hands-on experience today.
Online Research -Virtual shopping to find a better PC for your friend or relative
1) Computer Components Webquest ProjectFor this exercise, you will work in groups of up to 4/5. The groups are defined by your table. At the end of the row, you will find a PC. Your job as a team is to identify as many components (parts) in the computer as you can.
2) Carefully remove as many components from the PC as you can (you also have to reassemble the PC so remove and replace each part individually!). Use the internet or your handout to investigate the different components (parts) of a computer. Rather than search for each part individually, you may find it easier to do a search for computer hardware components. There are many sites with images and descriptions.
Below are the different components for you to investigate:
Processor (CPU)
RAM
Hard Drive
Optical Drive
Video Card
Sound Card
Wireless Network Adaptor
Power Supply
Day 1: Identify the major parts of a computer (Google Doc Lesson 1-1b- Computer Hardware Project -see below)
For each of the components/parts write down:
The name
What it is used for
What option is the component in your PC? If appropriate What size is it? How fast is it? (Use printed handout)
Day 2: For each of the components go virtual shopping and find a better option that will work in the PC.