Students will research natural disasters and their impact on people. They will work in teams to design a disaster preparedness guide to share with the community to reduce the impact of a natural disaster utilizing various creativity apps on the iPad.
This activity should be at the beginning of the lesson. The students will use Flipgrid.com to create videos introducing themselves to the class. This is a fun and quick activity allowing the students to learn to use a digital tool and to practice oral speaking skills. This is a unique way for students to introduce themselves to their new class members.
This activity is created as a result of the ALEX Resource Development Summit.
For this learning activity, students will be using a virtual bulletin board called Padlet to create a digital artifact that incorporates research and inquiry skills. Students will also use the Internet to locate digital sources that are related to a topic and include various multimedia components into the Padlet in order to enhance the final project.
This activity was created as a result of the DLCS COS Resource Development Summit.
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.
Students will review content that should not be shared online. Students will then create a digital portfolio to be published online so that the student is in control of the information tied to his/her identity.
Reading and creating comic strips and comic books are engaging ways to promote literacy at any grade level and across content areas. The students in this video are members of a high school comic book club and have access to drawing tablets and Adobe Photoshop, so they can achieve sophisticated results. Even without such software, however, teachers can still integrate digital comics into a wide range of teaching situations. This video comes with several support materials that include video discussion questions and project suggestions.
There are a number of comic books, especially contemporary ones, that are not “school appropriate,” so you might want to guide students’ web research on comic books.
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:
There are three basic Quests in this activity. You will be able to find, create, and edit digital images for a digital images selfie project. Your ability to use images in multimedia projects will allow you to express your creativity by communicating or presenting your ideas effectively.
When you have completed this activity, you will:
know how to locate and use digital images appropriately [Digital Citizen]
understand that digital images can be edited and resized using online resources [Empowered Learner]
understand how selfies can impact my digital identity [Digital Citizen]
know how to represent myself appropriately online [Creative Communicator]
Tired of writing all the time? Would you like to express yourself through a presentation instead? During these Quests, you are going to learn how to present your ideas creatively through Google Slides or Microsoft PowerPoint. If you would like to try Prezi as an option use the Gold Quests.
When you have completed this activity you will:
know how to use online presentation tools [Empowered Learner]
understand the features and attributes of effective presentations [Creative Communicator]
know how to use a variety of media to create and collaborate on an effective presentation [Global Collaborator]
Digital storytelling is one of the greatest ways to share and present your story using a variety of media to enhance it. Digital stories can include images, photos, audio, and video. Your task in this Thing is to research digital story examples and think about the story you want to tell. You will also begin to think about the media you might want to use.
create an original story with different media elements [Knowledge Constructor]
In Storytelling, students use computer science to tell fun and interactive stories. Storytelling emphasizes creativity by encouraging students to tell a unique story each day.
Storytelling 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.
This Unit Plan consists of eight activities to be completed over multiple days or weeks.
Be sure to review the Materials tab for the lesson plan, starter guide, and more.
Users will need a Google account to use this resource.
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.
Students take what they've learned through Unit 6 Chapter 1 and develop an app of their own design that uses the circuit board to output information.
Note: You will need to create a free account on code.org before you can view this resource.
Students, working with a partner or team will brainstorm physical devices they wish to prototype. Students have the option to design a new creation or recreate a device they have found in the "real world". Students will complete a planning guide to determine the resources (physical and digital) they will need to create their prototype. Students will design a user interface (typically an app or circuit board) that may control some output device (like a circuit board). It will be necessary for students to develop pseudocode or algorithms to aid in the coding process. Students will need to complete the problem-solving process during this lesson plan which will include testing a revising the prototype.
This lesson introduces ordered and unordered lists and the associated <ul>, <ol>, and <li> HTML tags. The class practices using the tags then returns to the personal web page project to add a new HTML page that includes the new tags.
This lesson introduces CSS as a way to style elements on the page. The class learns the basic syntax for CSS rule-sets and then explores properties that impact HTML text elements. Finally, everyone applies text styles to their personal websites.
This lesson covers classes and custom colors. The class first learns how to specify custom colors using RGB (red, green, blue) values, then applies these colors to a new Four Seasons web page, which uses CSS classes. Using classes, the class adds more styles to the Four Seasons web page, then uses them to style their personal websites.
In the last few days of the unit, the class finalizes their personal websites, working with peers to get feedback. Then, the students will review the rubric and put the finishing touches on the site. To cap off the unit, everyone shares their projects and how they were developed.
The class is asked to consider the "problems" of boredom and self-expression and to reflect on how they approach those problems in their own lives. From there, they will explore how Computer Science in general, and programming specifically, plays a role in either a specific form of entertainment or as a vehicle for self-expression.
This lesson extends the drawing skills to include width and height and introduces the concept of random number generation. The class learns to draw with versions of the ellipse() and rect() that include width and height parameters and to use the background() block to fill the screen with color. At the end of the progression, the class is introduced to the randomNumber() block and uses the new blocks to draw a randomized rainbow snake.
This lesson continues the introduction to CSS style properties, this time focusing more on non-text elements. The class begins by investigating and modifying the new CSS styles on a "Desserts of the World" page. Afterward, everyone applies this new knowledge to their personal websites.
