Students will explore two NCSS Notable Trade Books and a newspaper advertisement to develop an understanding of what life was like for slaves in the nineteenth century. Students will use their understanding to write a narrative story about being a slave in the nineteenth century. Students will use the website MyStorybook to create and publish their stories.
This lesson was created in partnership with the Alabama Department of Archives and History.
In this lesson, students will explore straight, right, acute and obtuse angles. Students will go to the playground to search for angles. The students will use digital cameras to record their findings. They will use their findings to create a PowerPoint to present to the class.
This activity will teach or reinforce students how to format their text in a word processing program using font size, bold, underline, italics, and center while writing an acrostic poem.
This activity was created as a result of the DLCS COS Resource Development Summit.
In this activity, students make a video with Ruff Ruffman. After they are done, they complete a worksheet about plagiarism.
This interactive media-based lesson is a guided educational experience that takes students through one or more media segments with focus questions after each to check for comprehension, solicit interpretations and predictions, clarify important points, or provide opportunities for students to make connections to other topics or events. This learning activity can be used during a lesson on producing, reviewing, and revising authentic artifacts that include multimedia using appropriate digital tools.
In this lesson, students are introduced to the idea that “hot” emotional states such as anger or excitement can make it harder for them to control how they act. They also discuss the concept of empathy and look at the ways in which digital communication can make it harder to feel empathy for other people. Students then read scenarios that portray two sides of an online conflict and consider how to resolve them, using their discussion to build a list of tools for emotional management and conflict resolution online. Finally, students create a media product that explains and reminds them of one of those tools.
Students will:
In Game Design, students learn basic video game coding concepts by making different types of games, including racing, platform, launching, and more!
Game Design is a complete theme designed to be completed over eight, 45-75 minute, sessions. For each activity, students will watch a series of videos and create one coding project with opportunities to personalize their work using “Add-Ons”, which are mini-coding challenges that build on top of the core project.
Be sure to review the Materials tab for the lesson plan, starter guide, and more.
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Students have an opportunity to create an outstanding Readers Theatre performance within groups to compete for the title of Reading Idol. Students are given scripts to practice their roles within Readers Theatre. Throughout the week, groups practice repeatedly until the performance day. On the performance day, students take turns performing and evaluating their own work and the performances of other groups before voting on a winning performance. All groups are required to create a podcast of their performance. The Reading Idol winners are also recorded by video and uploaded to the teacher's website for others to view.
The next four lessons provide an opportunity for students to put their coding skills to use in a capstone project. This project will help individuals gain experience with coding and produce an exemplar to share with peers and loved ones. Intended to be a multi-lesson or multi-week experience, students will spend time exploring brainstorming, learning about the design process, building, and presenting their final work.
In the explore stage, students will play with pre-built examples of projects in both Artist and Sprite Lab for inspiration. Next, students will learn about the design process and how to implement it in their own projects. They will then be given the space to create their own project in Artist, Sprite Lab, or another interface that they have become familiar with (this is likely the longest stage of the project). Finally, students will be able to present finished work to their peers.
This lesson will inspire students with realistic and entertaining ideas for their culminating projects.
Students will be able to:- learn to plan in advance for an ongoing assignment.- explain how system limitations can affect project design.- describe how compromise can help keep a project on track and inspire creativity.
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Over the course of four lessons, students will be building up to programming a project of their own design using either Sprite Lab or Artist as their programming environment. In this portion of the project, students will learn about the design process and how to implement it in their own projects. The lesson guide for all four stages of the process can be found in the first stage of this project process here.
Students may be ready to jump straight into building their projects, but this lesson will help shape their ideas into plans. This structure will keep the dreamers grounded and illuminate a path for those feeling left in the dark.
Students will be able to:- shape ideas into reasonable goals and plans.- recognize any potential obstacles such as time constraints or bugs.
Over the course of four lessons, students will be building up to programming a project of their own design using either Sprite Lab or Artist as their programming environment. Now the students will be given their own space to create their project with either Artist or Sprite Lab. This is likely to be the longest stage of the project. The lesson guide for all four stages of the process can be found in the first stage of this project process here.
This lesson provides students with ample time to build and revise their projects. The trial and error inevitably involved in this lesson will teach problem solving and persistence.
Students will be able to:- use the planned design as a blueprint for creation.- overcome obstacles such as time constraints or bugs.
Over the course of four lessons, students will be building up to programming a project of their own design using either Sprite Lab or Artist as their programming environment. Finally, students will be able to present their finished work to their peers or share with their loved ones with a special link. The lesson guide for all four stages of the process can be found in the first stage of this project process here.
At this point, students have worked very hard on their projects, so this lesson is meant to offer a space for the students to share their projects. This lesson will build a supportive community where students will build their own confidence and feel connected to their hardworking peers.
Students will be able to:- indicate where each criterion point from the rubric is satisfied in the code for the finished culminating project.- articulate the design process and how it helped shape the finished culminating project.
In this lesson, students will practice using events to build a game that they can share online. Featuring R2-D2 and other Star Wars characters, students will be guided through events, then given space to create their own game.
CS Fundamentals is not simply about teaching computer science, it is about making computer science fun and exciting. In this series, students will learn about events using popular characters from Star Wars. These puzzles blur the lines between "learning" and "fun". Also, students will learn to recognize regular programming practices in games so that when they play games at home, they can see common computer science principles being used.
Students will be able to:- create an animated, interactive game using sequence and events.- identify actions that correlate to input events.
