Final Exam & Course Survey Semester II (18-19)

Today everyone will complete the following FINAL EXAM for Computer Skills & Applications Class (Semester I 18-19: SCRIBNER)  Please follow the directions below to complete your exam.  When you are finished, there is a link below to take the Course Survey!  Both the Final Exam and the Course Survey are GRADED EVENTS!  

(Your ANSWERS on the Course Survey are not graded, but you are receiving a grade simply for completing it!)

1.  Log Into Google Drive and Click NEW to CREATE a NEW DOCUMENT

2.  Name the Document:  "Final Exam  (Your Last Name) P(?) "

3.  SHARE the Document with Mr. S for credit at hscribner@ccs.us

Copy and Paste the questions below into a GOOGLE DOCUMENT and SHARE THEM WITH ME FOR CREDIT (hscribner@ccs.us) when you have completed them.

Answer The Following Questions (Each question should be explained with a paragraph answer, 3-4 sentences, with proper structure.)  Please use the R.A.C.E. structure to answer each question.  R-Restate the Questions, A-Answer the Question, C-Cite your Evidence/Examples, E-Explain your Evidence/Examples:

Question 1:  Describe how technology has changed the world you live in (compare it to the world your parents and grandparents grew up in):

Question 2:  Explain how the technology tools you have been taught this year will help you in High School.

Question 3:  Describe a time when you could pass on your knowledge in the coming year.  Who would you teach?  What skills or tools would you show someone else?  Why?

Question 4:  Explain how you will protect yourself online for the rest of your life.  List at least three (3) ways to improve your Internet Safety and Security Level.

Final Question:  Choose four (4) of the tools below:

Tool List

Google Documents

Google Spreadsheets

Google Slides

OpenShot Movie Maker

PIXLR.com

Online Surveys

Google Drive

Code.Org

Gamestar Mechanic

Soundation

Voki

Khan Academy

Strikingly.com

Draw.io

FBI.SOS.GOV

NSTeens.Org

Google Classroom

Digital Animation

Online Research

Schoology

You may also choose one (1) online tool you know about that we did not cover this marking period.

Answer the following three questions for each tool you choose:

1.   Describe the tool and the project you completed with it?


2.   What projects could you complete with it?


3.   How could you use this tool outside of school (home or business uses)?

FINAL QUESTION EXAMPLE ANSWER 

(Do Not Use As One Of Your Answers!)

GMAIL/EMAIL:  Email is used in place of sending letters to people.  It is electronic mail that can be transmitted electronically.  Senders can write a letter in different formats and then by addressing it to as many people as required, send each recipient the same message.  Recipients can send replies, and emails can be forwarded.  Everything happens in fractions of a second.  The sender can also attach files such as documents, pictures and hyperlinks along with the email.  We have used email all year to communicate, turn in work, and to receive classroom instructions.

WHEN YOU HAVE FINISHED THE FINAL EXAM AND SHARED IT WITH MR. S FOR CREDIT, PLEASE TAKE A FEW MINUTES TO FILL OUT THIS BRIEF SURVEY:

END OF MARKING PERIOD COURSE QUALITY SURVEY (CLICK HERE)

PA Career Education & Work Standards (CCS-515) PA Career Link

PA CareerZone Website Introduction

MAKE SURE YOU SHARE THIS

INFORMATION AT HOME!

Link to PDESAS: PA CEW Academic Standards

https://www.pacareerzone.org/

PACareerZone.org Presentation

Sample Google Document (Template)

The Information Below Was Taken Directly From https://www.pacareerzone.org/about

Pennsylvania CareerZone is a proven, successful career exploration and planning system designed especially for students. Jobseekers, educators, and counselors will also benefit from the wealth of information on 900 occupations from the Occupational Information Network (O*Net) database.

Users are encouraged to work through the Interest Profiler, Work Importance Profiler, and Assess Yourself assessment based on the Holland Codes for self-exploration. Comprehensive information on 900 occupations includes state specific wages, worker attributes, job characteristics, and much more. There are 300 career videos that give users a snap shot of the featured occupation. Job openings in Job Central are easily accessible within each occupations profile. Please continue on investigating from the Resource link where other useful resources are listed.

Pennsylvania CareerZone has been developed among the Pennsylvania Department of Education and the Pennsylvania Department of Labor & Industry.   The Pennsylvania CareerZone site is powered by Headed2, a secure career exploration and coaching platform which can be accessed from anywhere to continuously connect learning with earning.  Headed2 is an educational technology company focused on career and transition planning. Their mission is to help people explore, plan for and pursue careers that reflect their passion, skills, and life goals.

If you are interested in the consumer data collected by this site and how it is used please view our Privacy Policy.Pennsylvania CareerZone utilizes data from  Version 22 of the O*NET Database. O*NET™ is a trademark of the U.S. Department of Labor, Employment and Training Administration.

Extension Activity

Spend some time looking through the other activities

on the PACareerZone.org website.

Use the ‘EXPLORE’ link to see Fields of Study,

Occupations, and Career Training.

Use the ‘DECIDE’ link to look further into some

choices you made,

and use the ‘GROW’ to print reports and document progress.  

Make sure to include your parents in the process!

NGPF 2018 PAYBACK Challenge 18-19 S2

Featured in the New York Times, our paying-for-college game PAYBACK has been played by over 150,000 students in just 3 months since launch! Teachers are saying, “It was an amazing game. All of my students were so highly engaged that it was time to go to lunch and none of them wanted to leave," AND "They loved that the game made them confront the money challenges of college but also helped them build the skills to survive and thrive.”  

Here is how to play (Yes, This is a class assignment as well):

Students Play PAYBACK (Click Here)

A single game-play takes 15-20 minutes, but you may also use a full 50-minute period by playing the game twice

Teachers: You can also use this corresponding classroom activity to support your students as they play the game.

Students Write Short Essay (GOOGLE DOCUMENT)

Use this Essay Template to create a 250 word essays that respond to this writing prompt: 

"How could you use the online game, PAYBACK, to have a conversation with your parent/guardian about paying for college?"

CRITERIA: Essays will be evaluated on the following:

• Indicates an understanding of key concepts learned by playing the game PAYBACK.


• Addresses concerns their parents/guardians may have about this sensitive topic. 


• Takes a creative approach to engaging parents/guardians in a conversation about college. 

MAKE SURE YOU USE THE R.A.C.E.S. METHOD TO ANSWER THE WRITING PROMPT: 

R-Repeat The Question, A-Answer The Question, C-Cite Your Evidence/Examples, E-Explain Your Evidence/Examples, S-Summarize Your Thought (Wrap-Up)

SHARE Your Essay With Mr. Scribner (hscribner@ccs.us) For Credit!

ACADEMIC/LEARNING OBJECTIVE

Scholars will use the online simulation "PAYBACK" to begin learning about the basics of how the choices they make for higher education can affect them financially.  This simulation, and associated standards for this assignment, will help them meet PA CEW Academic Standards, and also help students hone their skills for writing and information retention after participating in the simulation.  Students should reflect on this simulation, and use it as a prompt for conversation at home about the real costs associated with higher education, careers, and their future choices.

SCHOLARS WILL ENTER THE CLASS QUIETLY AND BEGIN WORKING!

Scholars will follow all directions log into their Google Account and then begin working on the NexGen Personal Finance Simulator (PAYBACK).  Scholars will spend 15-20 minutes completing the simulation.  When complete, scholars will download a copy of their final worksheet.  This image will be uploaded to their "CEW Evidence 515" folder in their Google Drive and SHARED, for credit, with Mr. Scribner (hscribner@ccs.us).  Scholars will then create a GOOGLE DOCUMENT titled 

"(LastName) PAYBACK P? S2" and write a 250-word essay using the prompt listed above.  

Scholars may use the EXAMPLE for reference, but must write this essay in their own words.

The essay must be SHARED with Mr. Scribner (hscribner@ccs.us) for credit as well.

Junior Achievement Finance Park Online 18-19 S2

JA Finance Park students build
a foundation for making intelligent, lifelong personal-finance decisions. Students will use this program online through
JA Finance Park virtual.

JA FINANCE PARK VIRTUAL LINK

Try To Complete All Four (4) Sections & Work On Some Of The Level EXTRA'S!

Student who complete activities on the JA Finance Park Virtual program should be able to:

• Identify personal interests, skills, work preferences, and values. 


• Identify career interests. 


• Evaluate the risks and benefits of saving and investing. 


• Evaluate risk and recognize insurance as a way to minimize it. 


• Define taxes; explain their purpose; and understand how they affect everyone. 


• Explain the advantages and disadvantages of using credit and debit cards. 


• Explain who uses a budget and why. 


• Identify the components of a successful budget. 


• Create a successful budget using hypothetical life situations.

During this hands-on, computer-based simulation, students are asked to
manage a fictitious life situation. The details of their assigned life scenario
include marital status, number of children, education background,
employment, and income. 

Given their career and family situation, students use banking services; pay
for housing, transportation, utilities, groceries, and health care; contribute to
charities; and budget for education expenses. They work to create and
balance a personal family budget. 

EMAIL ASSESSMENT ACTIVITY

Go to your GMAIL and click COMPOSE.  Send an email to Mr. Scribner (hscribner@ccs.us) with the following information:  (SUBJECT: JA Finance Park Activity, Today's Date).   The body of the email should contain a well-written 2-3 full-paragraphs essay that explains the major decisions you faced in the simulation, the choices you made, and how completing this activity will help you as you navigate your personal financial health in the future (3-5 years).  Make sure to be specific about the actual major decisions you will face over the next few years, and how you will face them.  Good Luck! 

ACADEMIC/LEARNING OBJECTIVE

SWBAT to use the link provided above to create and account on the public version of the Junior Achievement Finance Park Simulation.  Students will then work through the decision-making process for completing the simulation, at their own pace in class.  For more information please click the following link:  Junior Achievement Finance Park Academic Standards

SCHOLARS WILL ENTER THE CLASS QUIETLY AND BEGIN WORKING! 

Project:  Students will READ ALL DIRECTIONS CAREFULLY for this activity.  They will proceed to the Junior Achievement Financial Park Public Simulation Link.  They should create and account with a password THEY CAN REMEMBER!  Once established, they should log in and begin the simulation.  Working independently, they should work through all the decision processes outlined in the simulation, and when complete, they should begin to craft their Email Assessment Response.  They can use scratch paper to brainstorm, but should email thier final response directly to Mr. Scribner (hscribner@ccs.us).

READ ALL DIRECTIONS CAREFULLY!

BASIC BANKING: NEXTGEN Personal Finance Simulation Project (Middle School) CCS

If you do not finish all assigned tasks before the end of the class, you must complete them on your own time. If you are finished early you may work on Khan Academy or typing.com (lessons only), or work for another class.

Please Take This Survey Prior To Starting (Click Link Below)

https://goo.gl/forms/GwV0DbmsJCXJ8GUu2

Bank Accounts – Teens should know how a bank account works and the fees associated; not only the account fees and how they incur (min balance amounts, activity fees, etc.), but also the ATM fees. Young people tend to like to do things online so they can search for a low cost, basic online checking account. And while check writing may someday be obsolete, don’t forget to show them how to write a check and explain how it works. Also, review how debit cards work, how to safeguard all their information, and how too many swipes at the checkout counter can lead to costly and embarrassing overdraft charges.
Resource: https://www.forbes.com/sites/markavallone/2016/06/07/five-financial-concepts-your-teens-should-understand-before-high-school-graduation/#54a5b6fc4eab

Please Follow ALL DIRECTIONS on the RolePlay Document located at:

BASIC BANKING ROLEPLAY DOCUMENT LINK (Click Here)

Each student will click the link above and follow ALL DIRECTIONS! You will be learning, if you have never done it before, how to use an ATM, Write A Check, Deposit A Check, Make A Payment, and Pay Online Bills. Each activity has a link to a resource or simulation. You may complete these steps more than once to make sure you understand how to do these simple banking transactions. 

Please click FILE, and MAKE A COPY of this document before beginning. Make sure you SHARE this document with Mr. Scribner (hscribner@ccs.us) for credit. Try to use the R.A.C.E. Response Method when answering the questions. (Restate the question, Answer the question, Cite your evidence/examples, Explain your evidence/examples)

ACADEMIC/LEARNING OBJECTIVE

Scholars will use the online simulation "BASIC BANKING" to begin learning about the basics of how to use basic banking procedures and processes. This simulation, and associated standards for this assignment, will help them meet PA CEW Academic Standards, and also help students hone their skills for writing and information retention after participating in the simulation. Students should reflect on this simulation, and use it as a prompt for conversation at home about the real costs associated with higher education, careers, and their future choices.

SCHOLARS WILL ENTER THE CLASS QUIETLY AND BEGIN WORKING!

Scholars will follow all directions log into their Google Account and then begin working on the NexGen Personal Finance Simulator (BASIC BANKING). Scholars will spend 15-20 minutes completing the simulation. Scholars will then create a GOOGLE DOCUMENT, using the provided link, name it correctly, and SHARE it for credit.

"(LastName) P? S2" prior to title, and complete each question listed on the document. 

Scholars may use the EXAMPLE for reference, but must write this essay in their own words.

The essay must be SHARED with Mr. Scribner (hscribner@ccs.us) for credit as well.

SPENT: A NEXTGEN Personal Finance Simulation Project (Middle School) CCS 18-19 S2

If you do not finish all assigned tasks before the end of the class, you must complete them on your own time.  If you are finished early you may work on any previous assignment you owe, khan academy, typing.com (lessons only), or work for another class.

The Inquiry below is intended to help introduce students to the decisions people have to make everyday when they are living paycheck to paycheck. The Supplemental Resources are provided only to support the Inquiry, but the Inquiry is a comprehensive lesson on its own.

In this Inquiry, students will use a simulator to roleplay an adult trying to make ends meet when they don’t have a surplus of finances. In the process, students will learn about how their decisions impact the people around them and their ability to pay for the necessities each month as well as the pressures and decisions that many people face in this situation. Through this Inquiry, they will learn to use wise spending and saving habits, empathize with those dealing with the living wage, and assess the options people have when they are having financial difficulties.

Make Sure You Click On The ROLEPLAY Inquiry Simulation Link Below, Click FILE and MAKE A COPY, and SHARE it with Mr. Scribner (hscribner@ccs.us) for credit!

Inquiry Simulation:  ROLEPLAY: Spent Middle School Edition

Learning Objectives:

• 
  Students will experience the circumstances of budgeting on the living wage.
  
  


• 
  Students will reflect on the impact of the decisions they made in order to learn from them for the future.
  
  


• 
  Students will explore the difficulties of living paycheck to paycheck and learn from the options they face as well as mistakes they make.
  
  
  
  


• 
  Students SHOULD Play the Game a SECOND Time after recording their answers to more fully understand some of the alternate choices in the simulation.
  
  

ACTIVITY:

Complete The Google Document Worksheet As You Complete The Online Simulation. Please Answer All Questions In COMPLETE SENTENCES! Try to use the R.A.C.E Response Method (Repeat the question, Answer the question, Cite your evidence/examples, Explain your evidence/examples) Make sure you SHARE the Google Document with Mr. Scribner (hscribner@ccs.us) for credit.

Standards:

Alignment to Anchor Standards for Reading: CCSS.ELA-LITERACY.CCRA.R.1 Read closely to determine what the text says explicitly and to make logical inferences from it. CCSS.ELA-LITERACY.CCRA.R.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words..

Alignment to Jump$tart Spending and Saving Standards: 1b: Analyze how spending and saving behavior can affect overall well-being. 1c: Discuss the components of a personal spending plan, including income, planned saving, and expenses.   Alignment to Jump$tart Risk Management and Insurance Standards: 1b: Predict the consequences of accepting risk with insufficient or no insurance. 1c: Illustrate how to use insurance to share the risk of financial loss.

Supplemental Resources:

*Note: These supplemental resources are a work in progress and will be finalized soon!

Video: Just In Case
This video from Cha-Ching is a fun way for students to explore why they should think about having an emergency fund or getting insurance in case issues they can’t plan for arise!
Suggested Follow Up Questions: 1) What are some examples of reasons you might need an emergency fund or insurance from the video? 2) Why do you think people say “plan for the worst” based on what you learned from the video?

Interactive: PlayInsure
This game allows students to learn about Auto Insurance and Homeowner's Insurance by letting them roleplay as an insured party  that encounters many different scenarios. This allows students to see the different plan options, why insurance costs a certain amount, and when it is useful. Since the game is created by the Texas Department of Insurance, it focuses on that state, but it is a great learning tool for students regardless of location.

• 
  Teacher Tip: Both the Auto Insurance and Homeowner’s Insurance games are very long (30 days) so they are quite repetitive. You might want to tell the students to play for something like 10-15 days!
  
  

Video: Payday Loan Advertisement
This Payday loan advertisement tries to sell people payday loans. In the process, it outlines why payday loans exist and why someone living paycheck to paycheck might feel the need to use one. Students might not understand what the big issue with payday loans is given the tone of the video, so discussion afterwards will help them understand.
Suggested Follow Up Questions: 1) How are payday loans different from borrowing money for something like college or a house? 2) Why might someone be searching for a loan like this? 3) What are the 2 qualifications needed to get a payday loan? Why do you think the companies don’t require more info from the borrower? 4) What do you think are the downsides of taking out a payday loan?

Comprehension Questions: Spent Kahoot
This kahoot is a fun way to assess students on their understanding of the terms and concepts they learned in this lesson.

This project taken directly from https://www.ngpf.org/courses/middle-school/

More Coding Challenges 18-19 S2

When you are tired of the Blockly-Style coding that is used on some programs and projects, check out the following resources to create interactive webpages and other fun ideas:

Thisissand.com:  Create your own Sand Drop Drawing!

WordArt.com:  "WordArt.com is an online word cloud art creator that enables you to create amazing and unique word cloud art with ease.

Professional quality results can be achieved in no time at all, even for users with no prior knowledge of graphic design."

THIMBLE (MOZ://A):  "Thimble is an online code editor that makes it easy to create and publish your own web pages while learning HTML, CSS & JavaScript."  Projects include aPrivacy Avatar Card, Fill-In-The-Blanks Story, Hacker Card Game, and a Homework Excuse Generator!



Note:  If you create an account on THIMBLE, you will soon need to create an account on Glitch to save, and share your work.  Read the information found here about the changes.


Code Club:  "Here you’ll find step-by-step instructions for our coding projects, which will teach you how to create games, animations and more with code."  Projects include using Scratch,HTML & CSS, Python, and learning how to use a Raspberry Pi!  One of the most popular projects is learning about Pixel Art, you should try it!

BreakoutEDU:  Here is a BreakoutEDU Virtual Escape Room to try!  Let me know what your best time is!

BreakoutEDU #2:  Birthday Party Puzzler digital escape room!  

Breakout EDU #3:  SHOW ME THE CODE digital escape room!

BASIC CODING CHALLENGES:

Kano: "Anyone Can Make" - Mission Statement: The modern world is filled with billions of machines. 📱 But 1% of 1% of us can open them up, & change them. Now, a new generation is rising. They see this world as something to shape, not just use. Kano is a new kind of computer company. 💡 You make & code our technology yourself, with simple steps, stories, and play. You share your creations with others across the physical and digital world. We work with artists, misfits, technologists, and teachers in 86 countries. 🌍 Together, we'll demystify the modern world – and open up its creative power to all.

Kano "Make A Pong Game" Project (Click Here)

Kano "Hack Minecraft" Project (Click Here)

Kano "Pixel Hack" Project (Click Here)

Tynker Hour of Code Page (Click Here):  With Tynker's revolutionary approach, kids learn to code using visual code blocks that represent real programming concepts. They progress to text languages like JavaScript and Python as they continue to play through 2,000+ interest-driven activities.

TynkerCad Autodesk (Click Here):  Tinkercad is a free online collection of software tools that help people all over the world think, create and make. We’re the ideal introduction to Autodesk, the leader in 3D design, engineering and entertainment software.


LearnPython.org:  Whether you are an experienced programmer or not, this website is intended for everyone who wishes to learn the Python programming language.

FREE CODE CAMP (ADVANCED CODING):

We have already used many of the Blockley-Style Programming tutorials found on Code.Org.  Now, without creating an account, try some of the tutorials on other programming languages found on freeCodeCamp.com.  Here is some basic information (taken directly from their About Us page) to get you started.  Good Luck!

What is freeCodeCamp?

We’re a community that helps you learn to code, then get experience by contributing to open source projects used by nonprofits.

How can you help me learn to code?

You'll learn to code by completing coding challenges and building projects. You'll also earn verified certificates along the way. We also encourage you to join a study group in your city so you can code in-person with other people.

Is freeCodeCamp really free?

Yes. Every aspect of freeCodeCamp is 100% free.

Can freeCodeCamp help me get a job as a software developer?

Yes. Every year, thousands of people who join the freeCodeCamp community get their first software developer job.

How can I get a job?

Most people get jobs through friends and hiring managers they know from coding events. There are also services that can help you get interviews.

How long will it take me to finish each of freeCodeCamp's certificates?

Each certificate takes around 400 hours of dedicated learning. Some people may take longer. These certificates are completely self-paced, so take as long as you need.

Is freeCodeCamp a replacement for a 4-year degree?

No. Please don’t drop out of college just to pursue freeCodeCamp. You can pursue both concurrently. Even though you don’t need a 4-year degree to work as a software developer, it still helps a lot.

Should I complete all of the coding challenges in order?

We’ve put a lot of thought into how we introduce concepts. But you’re free to jump around.

Where can I get technical support for using the freeCodeCamp.org platform?

Here are answers to common technical support questions.

Click The Link Below To Start:
https://www.freecodecamp.org/challenges/learn-how-freecodecamp-works


You can also try www.W3Schools.com tutorials for many different programming languages.  There are also coding resources onhocphilly.strikingly.com


If you are super-advanced, and really want a challenge, 

TRY THESE LINKS:


The definitive JavaScript handbook for your next developer interview (14 minute read): https://fcc.im/2jwgTmL


Here are 450 free online programming and computer science courses (Click Here) you can start in December (original browsable list): https://fcc.im/2A1x6Gs


Google Doc Link To Resources:

https://docs.google.com/document/d/1BpCZpDOjez7kCgoCCihnfAWyhJ7ro8saaGWt-R07OLk/edit?usp=sharing


Bonus: Learn how to build an API using Node.js with this free in-depth YouTube tutorial (33 minute watch): 

https://www.youtube.com/watch?v=fsCjFHuMXj0