Students will use the free online coding program, Scratch, to learn the basics of coding and how to use blocks and animations to create an animated animal. Students will show how an animated animal will receive, process, and respond to information using its senses. The students will go through a series of coding steps to create a background and make an animal move and change according to factors in its environment.
This lesson plan was created as a result of the Girls Engaged in Math and Science, GEMS Project.
Imagine if the world as you know it never changed. Students will embark on a journey back in time and research what life in Alabama looked like in the late twentieth and early twenty-first centuries. Students will compare and contrast the information they research with their present-day lives. Students will then identify how technological advancements changed life for Alabamians and reflect on how they feel their life would be today if things never changed. Students will create an Adobe Express digital story to communicate their researched information and personal reflections.
This resource was created as a result of the Alabama Technology in Motion Partnership.
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.
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:
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.
Note: You will need to create a free account on code.org before you can view this resource.
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. 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.
