Be Internet Awesome 19-20 S1

DO NOW:  Review "THE INTERNET CODE OF AWESOME" page  When you have finished, open your Google Sites Student Portfolio and go to your Journal Page.  Create a NEW journal entry and write a paragraph (3-4 Sentences) to answer the following question(s):

Be Internet Awesome / Fundamentals - 20 November 2019

Please list the five (5) Internet Fundamentals in your journal post.  Please explain why these fundamentals are important, and a few sentences about why you should keep yourself safe while online.

Make sure you use the "R.A.C.E.S." method when you answer the questions above in your journal.  (R - Repeat the question, A- Answer the question, C - Cite Evidence supporting your answer, E - Explain Evidence or show Examples, S - Summarize your thoughts or conclusions.)

Instructor:  If possible, please show the following video in class after students have had sufficient time to complete the DO NOW (Students may also watch the video independently with headphones prior to continuing the lesson):

https://beinternetawesome.withgoogle.com/en_us/# (Click WATCH VIDEO)

To make the most of the Internet, kids need to be prepared to make smart decisions. Be Internet Awesome teaches kids the fundamentals of digital citizenship and safety so they can explore the online world with confidence.

Students should now go to INTERLAND (Click Here) and complete "the digital adventure that puts key lessons of digital safety into hands-on practice".  Make sure you click on the SETTINGS Icon in the lower right corner and TURN OFF HD Mode so it runs a little faster.  Complete as many items in Interland as possible during class.  Print the BE INTERNET AWESOME Pledge and take it home.  Review it with your parents, and bring it in signed for credit.

When you have completed all four games you are ready to take the "Be Internet Awesome Pledge."  Please take some time over the next few days to download and print the pledge (see below).  This must be signed by you and a parent and returned for credit.  Make sure you show this site to your family so they can understand some of the ways to be safe online as well.   Good Luck!

BE INTERNET AWESOME PLEDGE

ACADEMIC/LEARNING OBJECTIVE 

Today students will be spending their time learning about online safety using the Be Internet Awesome curriculum online.  They should enter the room and review the primary website to complete the DO NOW Journal Response.  They should then vew the video on the site, and proceed to complete the INTERLAND online game.  They can proceed at their own pace through the material, and when complete they should plan to print the BE INTERNET AWESOME PLEDGE sheet and take it home.  Students should return the sheet signed by themselves and a parent for credit.

STUDENTS WILL ENTER THE CLASS QUIETLY AND BEGIN WORKING! 

Students will work individually on the assigned projects. Students can discuss each part of the curriculum in groups, with partners, or on their own.  Students can be paired up to facilitate differentiation, and use any accommodation or computer-based application to have the online content read to them if they require it.

Standards Covered In This Class

PA 3.7.7 & 11 Section C / ISTE 2018

CSTA Tied With Common Core ELA/Math rev. 2019

PA CEW 2018 Standards

Lego Design/Build Reverse Engineering Project 19-20 S1

Students will be given a chance to create using legos during class.  Each student will have access to the "classroom pile" of legos.  Students will create something using only 50 legos.  Creations will be photographed.  Students will write a story about their creation to describe what their inspiration was, and what their project is/does.  There are no criteria for judging.

Students will then "recreate" their project in the MecaBric.com Workshop.  By reverse-engineering this project, they will understand what it takes to look at a physical object and try to discover what parts were used to create it.  hey then have the ability to change the design online and try to find the parts in the inventory to "upgrade" their project.  Students should photograph each step of this learning process and create a Google Slide presentation showing all design steps, and include some conclusion for what their final object does/is.  Review of the Engineering design steps will help students match up the current lesson with prior knowledge, and each students should be able to present their project (informally) to the group.

Standards Analysis 19-20

Pennsylvania Career Education and Work (CEW) Standards

Self-Evaluation & Reflection Surveys

Students will be reviewing all class rules, syllabus, and requirements with their parent/guardian. During the next few days, students will take a battery of self-paced surveys designed to help them understand how they learn best, how they are motivated to complete work, and about some of the skills that make them unique and successful both in an out of the classroom. The following standards apply:

PA 13.1.8A Career Awareness and Preparation

Relate careers to individual interest, abilities, and aptitudes.

13.1.8G Create an individualized career plan including, but not limited to Assessments, Career Goals, individual interests and abilities, and Training/Education requirements.

General Computer-Based / Project Based Classroom Standards Met:

PA Common Core 8.5.6-8G: Integrate visual information (e.G. charts, graphs, maps, video, etc.) with other information in print or digital format.

ISTE 3.3A: Students plan and employ effective research strategies to locate information, and other resources, for intellectual and other pursuits.

ISTE 3.3D: Students build knowledge by actively exploring real world issues and problems, developingideas, and pursuing answers and solutions.

CSTA Collaboration 1: Apply productivity/multimedia tools, and peripherals, to a group collaboration and supportlearning throughout the curriculum.

CSTA CPP1: Use advanced tools to create digital artifacts.

CSTA 2017 / NGSS 2016 / ISTE 2017

PDESAS.Org / Common Core Ties

Code.Org CS Discoveries Curriculum

Introduction to Problem Solving (Unit 1)

EAE / MS-ETS 1.1

SWBAT Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution.

Independent Projects - Capstone Lesson

To begin with today, I would like you to go to TryEngineering.Org and play the "What Type Of Engineer Are You? Game" (Click Here).  This is a fun way for you to identify some types of careers, or education pathways and skills for specific engineering career-paths.

GMAIL RESPONSE:
To:  hscribner@ccs.us
Subject: TryEngineering Response
Body of Email:  2-3 sentences explaining your findings, after completing the "game".  Please include the reason you think this exercise is accurate or not.  Explain what about the choices that were interesting for you?

You may spend time today reviewing this site, playing the games, and familiarizing yourself with these resources.

We will be discussing the Project / Research Topic decision making process today.  You will have a better idea of how to choose a topic, and what Engineering is all about!  Please watch the following video first:

https://www.youtube.com/watch?v=bipTWWHya8A

Here is the link to the presentation from today's class to help you decide what research / Project topics to choose as we move forward:

https://docs.google.com/presentation/d/1UdINHgCwChLoqy7geoazBOKbq58Ste3CHAdNRzDgzf4/edit?usp=sharing

When we are done with the presentation, you will begin your research process to complete the PROJECT FORM listed to the right (Critical Links Section).

Here is a fantastic resource for Middle School level RESEARCH:  http://www.galepages.com/pl4170
See Me For Password Information!

You will need to get your projects approved prior to beginning them.  Next week we will be learning about websites, HTML and CSS.  You will be learning to code your own personal websites.  Eventually you will create websites about your projects and topics!

This is the FINAL PROJECT(S) for this class.  You should begin working on it as soon as you decide on a topic/problem/objective. You will use the EAE Project Proposal form (also a link located in the menu to the right) to outline a project to start the last unit for this class.  All project forms must be completed, printed, and approved prior to actually starting the project.  You should be using the Problem-Solving Steps.

You may focus on any topic or subject you wish.  It can be Engineering or Architectural in nature.  You may not even complete the project, but you will need to show how you followed the proper steps, located on the 2nd page of the Proposal Form, to Summarize your project.  You must list your teammates, resources, and outline the stages you propose to complete the project.

All of your effort after the proposal will be to complete as much of the project as you can.  You will need to be able to present your project (informally) to the class using a Google Slides presentation.  This presentation can include the items from the Project Proposal Form, but can also include a video, website, or other visual aides.

Your Independent Projects can be about any subject.  Please use the following link to help you narrow down your focus:

https://www.pinterest.com/utwep/stem-activities-middle-school/

Finally,  you will need to make sure that you make a model, drawing, diagram, or some other physical example of the work you are doing.  Make sure that this step is approved prior to starting it.  You will be able to use any resources from the Tech Lab, and ask if you have additional questions or concerns.

Good Luck!

Mr. S

What's So Cool About Manufacturing Video Contest - Preparation

The annual What’s So Cool About Manufacturing? video contests excite students to explore cool manufacturing careers and produce profiles of companies throughout Pennsylvania. The teams of students and teacher coaches receive camera equipment and professional guidance as they learn to script, record, and edit their video stories.



The 2020 What’s So Cool About Manufacturing? contest for Chester and Delaware counties is produced by the Manufacturing Alliance of Chester and Delaware Counties in Exton, PA.

Students will familiarize themselves with all equipment, research the company we are visiting, discuss different audio/video needs, and complete a "mock" visit in the technology lab to simulate a visit to the manufacturer.

Pre-Production is all about planning! There are many things to consider during the preparation stage of your project.

Steps:

Early Preparation - What is the vision?  What content will be included, and who will appear in the video?  Production Team assignments and division of labor.

Equipment Check & Familiarization:  GoPro digital cameras, DSLR camera, Microphones / Audio / Voice Recorder, Batteries, Digital Memory Cards, Safety, Tripods and other gear.

 Research:
• Learn about the people and the settings you are going to visit before you arrive at the location.
• Determine rules and conditions and dress appropriately.

Scheduling
• In order to begin the scheduling process for your shoot, you will need a contact person at the location. Make it a goal to establish a positive rapport and be considerate of their time.

 Interview Questions
• Remember that good interviews start with good questions!
• Yourinterviewquestionsshouldalwaysrelatetoyour central message.

Shot List:
  Wide Shot / Medium Shot / Close-Up

Practice
• Remember that doing anything well is a process.  Challenges may arise and plans may change last minute, so successful producers always have a Plan A and a solid Plan B.

• Your team should practice shooting interviews and B-Roll before going to your location.

• Editing your practice material will help your shooting skills - the best camera people are editors first.

• See the Practice Activity in the Appendices.

• Rememberyourprojectgoals.

• Stay positive!

Code.Org EXPRESS Course (Independent Learning) 19-20 S1

Code.Org Express Course Introduction:

Excerpt taken directly from https://code.org/educate/curriculum/express-course

Computer Science Fundamentals Express is a 30+ hour course designed for 9-18 year old students (with an option for pre-readers). It can be taught once a week in a tech class or an after school club, integrated as a unit in a longer technology class, or used as an intro unit in a computer science class. 

Students learn to create computer programs that will help them learn to collaborate with others, develop problem-solving skills, and persist through difficult tasks. They will study programming concepts, computational thinking, digital citizenship, and develop interactive games or stories they can share.

The course teaches the foundational concepts of programming using drag and drop blocks rather than a programming language such as JavaScript or Python. Blocks are an easier way to get started and many top Universities today begin their classes with block based programming.

The Express Course combines the concepts taught in our elementary school courses in an accelerated fashion designed for older students.

 Step 1:  Sign into your Code.Org Account (See Instructions Below For Information):

• SIGN INTO YOUR GOOGLE GMAIL ACCOUNT
• GO TO CODE.ORG AND CLICK "SIGN IN WITH GOOGLE+"
• GO TO CODE.ORG/JOIN AND USE CLASS CODE ON BOARD 

Step 2:  Go To Your "Code Studio" and click on EXPRESS COURSE

Step 3:  Begin working on the online levels.  Please use your time to review the UNPLUGGED Levels, but move on to the online material in class.  The Express Course should be completed by the end of the marking period, either in class or as homework.  Please use your time at home to show your family what you are working on.  Your homework assignment is to "TEACH" someone in your family to code!

Good Luck, and Have Fun!

-Mr. S

ACADEMIC/LEARNING OBJECTIVE

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

STUDENTS WILL ENTER THE CLASS QUIETLY AND BEGIN WORKING! 

Scholars will sign up for accounts on Code. Org and begin working through the program online. Scholars will complete their Introduction to Programming by emailing a link to the R2-D2 Star Wars Game they made to the instructor for credit. Scholars will then click on the EXPRESS COURSE and begin working on the Stages found there. These stages will review topics and ideas from the Star Wars levels, and allow Scholars to begin to learn about loops, if-then statements, and how math and algorithms are incorporated into programming. 

THANK YOU FOR YOUR ATTENTION AND POSITIVE ATTITUDE TODAY!

Standards Covered In This Class 

PA 3.7.7 & 11 Section C / ISTE 2011

CSTA Tied With Common Core ELA/Math rev. 2011 

Introduction to Computer Programming (Code.Org)

"Great" Room Design Project 19-20 S1

Students will demonstrate their understanding of the basics of design by designing their own "great room," using appropriate color schemes.  Students now have a basic background of interior design principles. They will apply what they have learned about drawing to scale, measuring for design, and space planning requirements & interior design by designing a room of their own.

Check out this cool site:  https://www.oneroomchallenge.com/

https://www.livingspaces.com/inspiration/3d-room-designer/builder

https://roomstyler.com/3dplanner

https://planner.roomsketcher.com/

https://freshome.com/10-best-free-online-virtual-room-programs-and-tools/

https://www.ikea.com/ms/en_US/customer-service/about-our-products/planning-tools/index.html

Students will:

• 1. learn about art as a profession as well as an a vocation.
• 2. practice measuring to scale.
• 3. convert actual to scale sizes.
• 4. learn to draw given lengths accurately.
• 5. integrate with a geometry unit in mathematics.
• 6. integrate with writing and computer technology by developing a precise description of their dream room.

1. Each student will select furniture for their "great room." They are to plan a pleasing layout and consider the traffic pattern.

2. A focal point should be identified.

3. Students are to color their room. They should include as many samples and pictures as possible to give a reasonable feel of the room.

Items should be downloaded/scanned to produce your final product.

Project Overview:  You are to choose a room in your own home to redesign.  This redesign will include the following details:

Flooring:  Carpeting, wood, panel, pre-fabricated, or tile?

Wall Covering/Paint:  How many gallons of paint, and what colors?  Do you need primer?  1-2 coats?  Per Gallon Square Footage will tell you how much to buy!  Wallpaper, or something else entirely?  Wainscote, panelling?

Window Treatments:  Curtains, blinds, etc.

Furniture:  Any furniture you might need for your new room.

Electronics:  Television, Cable versus Network/Internet Only, computer or laptop, how many remotes, audio componants, lighting (built in vs. lamps, etc.).  Heating/Cooling (vents vs. window/floor based units).

Additional Items as necessary:  These could include cieling fans, refrigerators/snack areas, or other specialty items.  Think about how you could best use space, and what you would want to be doing in this room.

New Windows/Doors if necessary.

GOAL:  You are the designer/salesperson and you need to have your parents (someone at home) approve your design, and the cost breakdown.  You do not need to estimate labor costs for this project.  We will assume, for sake of argument, that you are going to do all the work, with no major changes to electrical, structural, or plumbing.

Activity 1:  Pick a room in your home.  Talk to your parents about this (they are the customer), and get some ideas for how you would like to design it for them (or for you with thier approval).

Activity 2:  Measure The Room:  Draw a scale drawing of your room.  Make sure to include closets, dimensions, windows, doors, and openings. You also need to note exactly where outlets are, cieling hieghts, lighting, and other items.  Make sure your drawing is as detailed as possible.

Activity 3:  Transfer you drawing into FloorPlanner online.  Make sure to double-check your measurements in the digital version to your scale drawing.  You will use this tool to add furniture and other items as you design the room.

Activity 4:  GO SHOPPING:  You may do this in person (with your parent's permission), or online.  When shopping you must find each item you are putting in your new room.  Try to record dimensions for each item so you can enter them on Floorplanner. Obviously the items on floor planner will not be exactly like the items you find shopping, so you will need to add pictures to your presentation (see below).  Make sure to save images of all items chosen to include on your presentation.  You will also need quantity, item descriptions, and sources, in addition to pricing and delivery information.

Activity 5:  Create a Google Slides (Click for Template) presentation that outlines your designs, includes images of your room (prior to the changes), and screen shots of the design from FloorPlanner.com with images of the items you chose.  You must also include a breakdown of all your costs, and a final price for the items.

Using the REVIEW FORM (Click Here), you can present the Google Slides project to your parents, and have them give you feedback, along with their approval of this project.  You are also the salesperson for this.  See what it might take to "sell" your parents on the design.  You might need to take suggestions, and adjust your project more than once, before you get a final approval.  This is an important process to learn, not just for this project, but for life!

Design a Closet - Architectural Design / Space Planning Project 19-20 S1

Today we will be learning about how to use our previous lesson (Drawing To Scale) to help us plan to use the space in a closet more efficiently.  Using our knowledge of measurement, math, and utilizing basic tools, we will measure and create a Closet Design System that might be sold at a local home improvement store.  We will measure a closet here at school, and work on the design together.  We will define some of the new terms that we should be using throughout the project, and we will sketch a scale representation of our design.  We will use readily available product specifications from brochures and online sources to design and price our closet organization systems.  Once we understand the basic idea and methods of this process, you will then be required to independently measure, design and present a project from your own home.  You will be given time in class to complete this project.  The lessons learned from this project will help you with our future Room Design Project.  Please use the following website as a reference:

Home Depot Design Tool

Lowes Design Tool

IKEA Design Tool

EASY CLOSETS Design Tool

For More Information here is a video about some choices from Home Depot:  

https://www.youtube.com/watch?v=J2y9S_lrl-Y

If you are interested in learning more about interior design, and the software application we will be using for a future project (Room Design), please go to the Google Apps Web Store and look for FloorPlanner.  I have already set up accounts for each of you to start designing your spaces.  We will be creating new classroom layouts for some of the teachers in our building.  Have Fun!