12/21 - 12/22 (ASYNCH): Coding Activities (Student Choice Genius Hour Projects)

"Genius Hour is a project in the classroom and sometimes in the workplace where students are allowed to explore their own passions and wonders for a set amount of time, usually ranging from 1 hour per week to 20% of their total class time."  
                                                                                   - Quote from Wikipedia

Students will spend the next two days (12/21 -12/22) before the winter holiday break working on a variety of projects listed below.  You may be as creative as you like, but anything you submit for school must conform to school guidelines for appropriateness.  Please check out the following resources and post, for credit, at least two of your activities to the Winter Holiday Padlet created for these projects.  You will need to take a screenshot of your project, and include a link, if available, so others can share or remix your projects as the programs allow:  Have fun, and good luck!  I hope you have a restful, peaceful holiday break and come back in January ready to learn!   - Sincerely,  Mr. Scribner

1. KANO Projects:  Pick one of the projects below and complete it.  You will need to take a screenshot and list the link on the Winter Holiday Padlet page for credit.  See more information below

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)

2. Tynker Hour of Code Page: Complete one of the projects listed on this page and document your success on the Winter Holiday Padlet page.

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.

3. LearnPython.org: Complete the "Learn the Basics" 12 levels and document your progress by posting a screenshot of the final program you create on the Winter Holiday Padlet page.

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

4. Santa Tracker:  Explore, play, and learn with Santa's elves all December long!  Screenshot and describe some of the activities and post to our Winter Holiday Padlet for credit.

NOTE:  You must complete at least 4 of these activities to count as one credit.

SANTA TRACKER by  GOOGLE:  Leave it to Google to outdo everyone on the list. Enter stage north, the Santa Tracker. As Google puts it, the Santa Tracker is, “an educational and entertaining tradition for the December holiday period.” While this project appears quite jolly on the surface, Santa actually is currently involved in litigation with Google over this tracking system. Expert witness, Rudolph. Either way, enjoy!

5. Bonus:  Solve the Breakout EDU Virtual Escape Rooms and send your answers (screenshots of completion) using Gmail to Mr. Scribner (harvey.scribner@techfreire.org) for an extra 50 points of credit for the holidays!  HAVE FUN!

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!

WINTER HOLIDAY PADLET LINK (Click Here) 

Please follow the directions on the Winter Holiday Padlet to add your work!  Click the link above and read all directions to receive credit for your projects!

12/3 - 12/18 (S & A): Code.org Express Course

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 in to your Code.Org Account (See Instructions Below For Information):

• SIGN INTO YOUR TECH FREIRE GOOGLE GMAIL ACCOUNT
• GO TO CODE.ORG AND CLICK "SIGN IN WITH GOOGLE+"
• GO TO CODE.ORG/JOIN AND USE CLASS CODE (See Mr. S) 

Step 2:  Go To Your "Code Studio" and click on the 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)

12/1 - 12/2 (S & A): Introduction to CS

"Computational thinking refers to the thought processes involved in expressing solutions as computational steps or algorithms that can be carried out by a computer." 
 - (Cuny, Snyder, & Wing, 2010; Aho, 2011; Lee, 2016)

SYNCHRONOUS WORK:

It is critical in our modern society that students know, and understand the basics of computer science and programming.  During the month of December, we will be working on the Express Course created by Code.org.  Today you will learn some basics about Computational Thinking and some basic computer science vocabulary by playing the DICE RACE GAME in class.  

Please review the following video to learn about why computer science is vital in schools:

Participation in all in-class activities and surveys is vital.  You must understand the vocabulary below, complete the Computational Thinking exercise, and play the Dice Race Game to understand the basics of computer science, and why it is important that you learn to code.  We are surrounded by devices capable of making our lives easier.  Knowing how they work, and how they impact your lives is a critical skill for high school students.  Additionally, many careers now involve some form of programming or basic knowledge of computer science.  It can be a pathway to a future career or a skill that helps you understand math, logic, science, or other STEM subjects more easily.

(❗️)  Sign up for a Code.org Account using your TF Google Apps for EDU and join our online class (Express Course) using a code from Mr. Scribner

Step 1:  Sign in to your Tech Freire Google Account

Step 2:  Go to https://studio.code.org/users/sign_in, click RED Google Sign In Button

Step 3:  Email Mr. Scribner for the TF Digital Literacy class code to join our section

Step 4:  Go to https://studio.code.org/join and enter the class code.

Note: These steps will add you to our class list for the Express Course for the specific class period that you take Digital Literacy. We will be working through the levels of this program all month in December. Please note that there will be levels done together in class, time to ask questions and get additional help, and lessons and levels required on ASYNCHRONOUS days to keep up with the material. Make sure you check Google Classroom to stay up-to-date as we progress through this course together.

ASYNCHRONOUS WORK:

"Block-based coding is a form of programming language where the developer issues instructions by dragging and dropping blocks. This helps to prevent syntax errors and developers do not have to memorize syntax to write code." - codejig.com

"In the context of coding for students, block coding or block programming is an “entry-level activity” that allows students to gain a foundational understanding of how coding works. It also familiarizes them with the sort of computational thinking needed in programming through the use of visual cues rather than pure text." - codakid.com

Please watch "Computer Science is Changing Everything" by Code.org:

Also watch "Why top universities teach block based programming" by Code.org:

(❗️)  Go to botlogic.us and create an account (or just click the under 12 button to proceed).  Work through the levels until you get past the 4th Level.  Take a screenshot of your progress and email it to Mr. Scribner (harvey.scribner@techfreire.org) for credit.  

This is a very basic site to learn to build programs using block-based coding.  By making the robot move through the maze you are creating algorithms for the application to run.  This will be the basis of how programs work in the Code.org Express Course that we are starting this week.  Good Luck!  - Mr. S

VOCABULARY

Decompose: Break a problem down into smaller pieces

Pattern Matching: Finding similarities between things

Abstraction: Pulling out specific differences to make one solution work for multiple problems

Loop: Repeating a step, or series of steps over, or again.

Algorithm:  A series of steps to complete a task

Program: Algorithm is written for a computer or machine to complete a task(s)

Code:  Language used to create a program for computers or machines to understand

I am providing videos to help you understand the basic ideas we are learning in class in case you miss the SYNCHRONOUS Class today.  Please review the videos below if you need to see the Dice Race Game or Computational Thinking section of the lesson.

Computational Thinking

Dice Race Game

11/30 - 12/1 (A): Introduction to Computer Science

"More than just a science, coding enables self-expression. When developing code, students impact the world around them while fostering problem-solving skills. Engagement soars when they see real-world connections to lessons they’re learning."

- Amy Braun, Pai Technology, us.editorial@mediaplanet.com

Today you will take the first steps to learning to code.  I realize some of you may have already learned some computer programming, but to be fully able to take advantage of some of the maker space projects here at Tech Freire, you need to learn to code in javascript, HTML, and other basic languages.  If you are interested in creating digital art, websites, applications, games, robotics, or other technology, coding is a gateway to all sorts of possible projects and ultimately to career paths.  Please spend a few minutes watching the video below, then complete a Constructed Response on why, or why not, you should learn to code.

(❗️) CONSTRUCTED RESPONSE (TFDL Digital Portfolio Journal Entry)

Why should high school students learn about computer science? What career field do you want to enter, and how could learning to "code" help you in the future?

Create a NEW Journal Article on your TFDL Digital Portfolio Journal (Google Drive)

EXAMPLE: 30 November 2020: Computer Science Thoughts

3-4 Sentences to answer the questions above

R.A.C.E.S. Method R - Repeat the Question, A - Answer the Question, C - Cite Evidence, E - Examples / Explanation, S - Summarize your Thoughts

(❗️)  Send Gmail Verification

Copy and Paste your Journal Entry to a Gmail to Mr. S for credit.  Please use the following email address to send a copy of your Journal entry to Mr. S: harvey.scribner@techfreire.org

11/23 - 11/24 (ASYNCH Pre-Holiday): MLA Short Format Single-Page Research Paper

Use the following links to complete your daily attendance surveys.
Note:  The Links will not be active until the days they are due.  You must complete them to be marked present for class sometime during the school day (9am - 3pm).  These surveys will count as your Daily Check In Surveys as well.  Follow all directions below to complete your Research Projects over the next two days.  

Have a restful, and safe, Thanksgiving Break! - Mr. S

23 November 2020 (Monday) Link

24 November 2020 (Tuesday) Link

For the last few weeks we have covered Identifying Sources, Verifying Information Online, understanding how to find websites, and how to create an MLA Short Form report.  We have also discovered how to cite resources using online tools.  It is now your job to create a Single-Page MLA Short Format Research Paper using at least two (2) sources of information found online.  Your topics should have already been approved using the form below:

Basic Research Unit Topic Survey Form (Click Here)

Once your topic is approved, you were to use the following Google Document to outline your research keywords and come up with a Research Question:

"Basic Research Introduction Student Worksheet" Google Document
You must open the document, click FILE and MAKE A COPY, and SHARE it with Mr. S (harvey.scribner@techfreire.org) for credit!

The Basic Research Introduction Student Worksheet was also a place to outline your research and add at least two sources of information about your topic.  In addition, you were supposed to list at least two (2) facts from each source to help making writing the Research Paper easier.  If you are unsure of how your paper should look, please review my sample Student Worksheet and Research Paper by clicking the example links below.

Mr. Scribner's Basic Research Introduction Student Worksheet EXAMPLE (Click Here)

Mr. Scribner's MLA Short Form Single-Page Research Paper EXAMPLE (Click Here)

Finally, here are some resources to help you create MLA Citations from links you find online:

https://www.scribbr.com/

https://www.citationmachine.net/

These are both commercial sources and may, or may not, be available for free.  

YOU MUST complete both the Basic Research Introduction Student Worksheet about your topic, and list your sources.  YOU MUST also write at least 2 FULL Paragraphs of information on your MLA Short Form Single-Page Research Paper and add your sources of information as MLA Citations at the bottom of the page for credit.

11/18 - 11/19 (S & A): MLA Short Format & Citations

"Why Use MLA? Using MLA Style properly makes it easier for readers to navigate and comprehend a text through familiar cues that refer to sources and borrowed information. Editors and instructors also encourage everyone to use the same format so there is consistency of style within a given field." - owl.purdue.edu (research_and_citation)

Purdue Writing Lab. (n.d.). MLA Overview and Workshop // Purdue Writing Lab. Retrieved November 18, 2020, from https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_overview_and_workshop.html

Today you will be continuing to work on your MLA Short Format Research Basics Project.  Please review the Google Slides Presentation we used in class to complete Part 2 - Writing and Citing on your worksheet.  If you have not already chosen, and been approved for a research topic, you will need to click the Basic Research Unit Topic Survey Link Below and get an email confirmation that your choice of topic is approved.  Pay attention in class, and participate in all of the activities that will help you understand how to write and cite a basic short form MLA research paper!

TODAY & TOMORROW YOU WILL CONTINUE TO WORK ON...

Choose a Topic for your Basic Research Project and complete the Basic Research Introduction Student Worksheet.  Click the links below to complete the Google Form, see the classroom presentations for both Intro to Online Research and Why Do We Do Research, and open the Basic Research Introduction Student Worksheet.

(❗️) Choose a Topic for your Basic Research Project (If you have not already)

Basic Research Unit Topic Survey Form (Click Here)

(❗️) Using the video found in "Citing & Formatting 20/21" (see below) Google Slides Class Presentation, follow along and create an MLA Template (Google Doc) for use during this project, and in the future.  See Example (Click Here) "MLA Template"

REFERENCE LINKS

"Citing & Formatting 20/21" Google Slides Class Presentation (For Review)

(❗️) "Basic Research Introduction Student Worksheet" Google Document
You must open the document, click FILE and MAKE A COPY, and SHARE it with Mr. S (harvey.scribner@techfreire.org) for credit!

Here is another great resource to help you get any research project organized:
https://www.potsdam.edu/sites/default/files/documents/support/tutoring/cwc/6-Simple-Steps-for-Writing-a-Research-Paper.pdf 

INTERNET SCAVENGER HUNT

(❗️) NEW: Internet Scavenger Hunt - Copy and Paste the following Instructions and Questions into a Gmail to Mr. Scribner (harvey.scribner@techfreire.org).  You must answer the questions and copy/paste the website link where you found the information.  You must use actual websites and not just search engines (Google, Bing, etc.)  Make sure that you follow the example listed below as a guide

Using the Internet, answer the following questions.  Write the answers to the question, as well as the web address of the site where you found your answer.

1. Who painted the Mona Lisa?

2. What is the name of Elvis Presley’s home?

3. Who was the 16th President of the United States?

4. Who plays the voice of Woody in the film Toy Story 2?

5. What is the main ingredient in hasenpfeffer?

6. Where is Frank Lloyd Wright’s home, Falling Water, located?

7. When was the White House cornerstone laid?

8. When was the Wright Brothers first flight?

9. Who was the sculptor of the Statue of Liberty?

10. Who said, “Give me liberty or give me death?”

Example Question/Answer:

Q:  Who invented the game of basketball?

A:  James Naismith wrote the sport's original 13 rules in Springfield, Massachusetts in 1891.

Source: https://www.history.com/news/who-invented-basketball

11-17 (Supplementary) Google Form Creation

Online Tracking Form Results - Each student was to keep track of any, and all, screen usage for a 24-hour period.  You could do it one of two ways; A. We created a Google Form in class to help you track your usage, B. There was a form created on the "Digital Footprint & Social Media Student Worksheet".  Make sure that you completed the task and recorded all of your screen time for 24-hour period of time.  If you used the online form you simply need to Open the Google Form, click Responses, and click the Green Block that will create a Google Spreadsheet.  Copy the results and paste them into a Gmail to Mr. S for credit at harvey.scribner@techfreire.org.

DIRECTIONS FOR CREATING GOOGLE FORM

1. Open your Google Drive, click NEW, and click Forms (Purple)

2. Change the Name of the Form to "Online Tracking Form"

3. Click the Title Bar to add "Online Tracking Form' to the top of the form.

4. Add Q1: TIME

5. Add Q2: Application/Website

6. Add Q3: Purpose / Notes

7. Click SEND and look for the LINK Icon.  Click the LINK Icon an then copy the website address.  Open the website address and make sure your form works correctly.

8. Click the Icon (top, right) with the person and the plus

9.  Add Mr. Scribner (harvey.scribner@techfreire.org) to turn it in.

Mr. Scribner's Sample Google Form (Click Here to see what questions should be on your form)

Google Forms Link (Click Here)
Note:  You MUST be signed into your Tech Freire Google Account First

How to use Google Forms (Google Help Center Website)

Youtube Tutorial Video:

VIEWING / USING FORM DATA STEPS

1. Open the Google Form in the Editor from your Google Drive.

2. Click "RESPONSES" and review the data available.

3. Click the green "Sheets" button in the upper right corner of the form.  This will automatically create / open the data in a spreadsheet for easy access and use.

11/16 - 11/17 (S & A): Introduction to Internet Research

"Basic research advances fundamental knowledge about the world. It focuses on creating and refuting or supporting theories that explain observed phenomena. Pure research is the source of most new scientific ideas and ways of thinking about the world. It can be exploratory, descriptive, or explanatory; however, explanatory research is the most common.^{[citation needed]}

Basic research generates new ideas, principles, and theories, which may not be immediately utilized but nonetheless form the basis of progress and development in different fields. Today's computers, for example, could not exist without research in pure mathematics conducted over a century ago, for which there was no known practical application at the time. Basic research rarely helps practitioners directly with their everyday concerns; nevertheless, it stimulates new ways of thinking that have the potential to revolutionize and dramatically improve how practitioners deal with a problem in the future."^{[citation needed]}
                                                     - Wikipedia (https://en.wikipedia.org/wiki/Basic_research)

(❗️) Make sure you sign up for a library card at the Free Library of Philadelphia!  Once you are signed in on the FLP website, take a screenshot showing your signed in and send it to my Gmail at harvey.scribner@techfreire.org

https://freelibrary.org/

We live in the information age, where access to many wonderful Internet resources is just a few quick clicks away. For this reason, you might be thinking, "Cool. I don't have to go to the library. I can do all my research online." Not so fast. The Internet is not a substitute for the library. It's a tool best used in addition to to traditional research sources.

Why use both? Because each has resources, benefits, and limitations that the other does not. Examine the pros and cons of both the library and the Internet below.

Here is a good resource to help you get started with Basic Research and Reports:
https://www.ipl.org/div/aplus/step1.htm

TODAY & TOMORROW YOU WILL...

Choose a Topic for your Basic Research Project and complete the Basic Research Introduction Student Worksheet.  Click the links below to complete the Google Form, see the classroom presentations for both Intro to Online Research and Why Do We Do Research, and open the Basic Research Introduction Student Worksheet.

(❗️) Choose a Topic for your Basic Research Project

Fill Out the Basic Research Unit Topic Survey TODAY! (Click Here)

REFERENCE LINKS

"Intro to Online Research 20/21" Google Slides Class Presentation (For Review)

(❗️) "Basic Research Introduction Student Worksheet" Google Document
You must open the document, click FILE and MAKE A COPY, and SHARE it with Mr. S (harvey.scribner@techfreire.org) for credit!

WHY DO WE DO RESEARCH?

Classroom PowerPoint Presentation on Basic Research (CLICK HERE)

Five Main Reasons According To The Presentation

1. CREDIBILITY: Researching your topic and citing your sources helps lend credibility to your paper. It demonstrates that you sought out similar information from experts in the field, which makes what you're writing more believable.

2. PUBLICATION: Because research backs up your ideas with facts from established experts in the field, it's an industry standard. If you hope to publish in a scholarly journal, you'll have to conduct thorough research and cite it correctly to be taken seriously, and cite it correctly to be taken seriously 

3. EDUCATION: Research gives you a broader understanding of your topic so you can speak with a more authoritative, informed voice. It allows you to understand both sides of an argument and any additional factors that contribute to your thesis statement.

4. RESEARCH SKILLS: Many instructors assign research papers so students can develop or strengthen their research skills. In that respect, research is important because it makes you better and finding information and backing up your ideas with facts.

5. PLAGIARISM: You may think you have a groundbreaking idea only to discover that a famous scientist already had this idea and wrote on it extensively. Taking credit for this idea, even though you thought it was original can still constitute academic dishonesty. Research helps you use that scientist's work to build on and add credibility to your idea.

VOCABULARY LIST WITH DEFINITIONS AND SAMPLE SENTENCES:

Compile: to get or gather together The student had to compile the data for the report.

Evaluate: estimate the nature, quality, ability, extent, or significance of something
The student could not evaluate the data without organizing it first.

Research: a search for knowledge
The student will research a topic of choice for the upcoming assignment.

Extensively: in a widespread way
All of the information put together was extensively search.

Digital: in electronic form, transmitted electronically
Anyone can download a digital copy of a song from ITunes.

Organize: arrange by systematic planning and united effort
You will have an easier time creating an outline if you organize your list of sources first.

Information: knowledge acquired through study, experience, or instruction
There is a wealth of information online about your topic.

Include: have as a part, made up out of
All students must include their contact information on the top of the sheet.

Skill: an ability that is acquired by training
Natural ability only becomes a skill if you practice and train harder than you thought possible.

Provide: give something useful or necessary to
I will provide you with the notes and resources to be successful on the upcoming quiz/

Section: one of several parts or pieces that fit with others to create a whole object
The percussion section of the band provides the backbone for the music and the beat to march too.

Cite: make reference to
If you cite your references well, people will be able to review them easier.

Successfully: with success, in a successful manner, reach a goal
You can be successful at anything if you focus your mind, spirit, and effort to complete it.

Feature: prominent attribute or aspect of something
Our lesson will feature a Travel Brochure Project at the end.

Structure: framework, how something is constructed
The structure of the house was unsound after the earthquake.

Book: handwritten or printed work of fiction or non-fiction; usually on bound paper and covered
The primary book you will choose for your project is up to you.

ACADEMIC/LEARNING OBJECTIVE

Students will learn the basic ways to complete internet-based research.  Students will focus on a topic of their choosing and ultimately create an MLA Short Form (single page) Research Paper. They will be required to use at least two different sources, and to cite those sources correctly.

STUDENTS WILL ENTER THE CLASS QUIETLY AND BEGIN WORKING!

11/12 - 11/13 (S & A): Digital Footprints & Social Media

 "Digital devices are everywhere these days, making it easy to stay connected to the digital world. But while access to instant information can be helpful, always being connected can also cause problems if you don't moderate your screen time and watch out for bogus information" - GCFGlobal Online

Today we will be discussing your Digital Footprint & Social Media impact on your daily lives.  Please review the Google Slides presentation listed below that we used during class.  Make sure to actively participate in our classroom discussion, and pay particular attention to the statistics outlined for teens using social media, and how long you are staying online.  We have some interactive activitities to complete in class, and there are some great videos about safety online, and how to decide whether you should post something or not.  Understanding your Digital Footprint, and everything that is tracked about you while you are online is a critical skill for high school students!  Good Luck!  - Mr. S

(❗️) CONSTRUCTED RESPONSE (TFDL Digital Portfolio Journal Entry)

How can you limit the amount of time you spend on social media and other screens each day? Explain how you can protect yourself, and the ways you can clean up your Digital Footprint online.

Create a NEW Journal Article on your TFDL Digital Portfolio Journal (Google Drive)

EXAMPLE: 12 November 2020: Digital Footprint & Social Media

3-4 Sentences to answer the questions above

R.A.C.E.S. Method R - Repeat the Question, A - Answer the Question, C - Cite Evidence, E - Examples / Explanation, S - Summarize your Thoughts

(❗️)  Send Gmail Verification

Copy and Paste your Journal Entry to a Gmail to Mr. S for credit.  Please use the following email address to send a copy of your Journal entry to Mr. S: harvey.scribner@techfreire.org

REFERENCE LINKS

"Digital Footprint & Social Media" Google Slides Class Presentation (For Review)

(❗️) "Digital Footprint & Social Media Worksheet" Google Document
You must open the document, click FILE and MAKE A COPY, and SHARE it with Mr. S (harvey.scribner@techfreire.org) for credit!

VOCABULARY

Oversharing:  sharing personal feelings, information, or experiences that later make someone feel uncomfortable or regretful

Red Flag Feeling:  when something happens on digital media that makes you feel uncomfortable, worried, sad, or anxious

Social Media:  websites and applications that enable users to create and share content or tow participate in social networking

STANDARDS ADDRESSED

• ALA Standard 2:1: Student determines accuracy, relevance, and comprehensiveness.
• ALA Standard 2:2: Student distinguishes among fact, point of view, and opinion.
• ALA Standard 2:3: Student identifies inaccurate and misleading information.
• ALA Standard 2:4: Student selects information appropriate to the problem or question at hand.
• ALA Standard 6:1: Student assesses the quality of the process and products of personal information seeking.
• CCSS: RI.3.5: Use text features and search tools (e.g, key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
• CCSS: RI.5.7: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
• CCSS: W.6.1.b: Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
• CCSS: 7.1.b, 8.1.b: Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
• NETS: 3:b: Students locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
• NETS: 3:c: Students evaluate and select information sources and digital tools based on the appropriateness to specific tasks.

11/9 - 11/10 (S & A): Media Pitfalls & Fake News

"Ads, news, movies, TV shows, and many other types of media all want you to accept their messages at face value. However, you should look beneath the surface and ask questions to decode what these media messages are really saying." - GCFGlobal.org

It is critical in today's information-rich world, that students can identify what information is true and accurate, and what is not.  What advertising is trying to get your attention, and what can be deemed accurate and professionally reported?  What can you use to cite sources and research for projects in class?  Today you will see some of the examples of news manipulation and you will be responsible for a Constructed Response at the end of class.  You will also complete a worksheet outlining your learning tomorrow.

Special Note:  Wednesday is Veterans Day!  Please take a moment to thank anyone you know who has served our country in the military, at any time, and try to understand why we set aside November 11th for our Veterans!

(❗️) CONSTRUCTED RESPONSE (TFDL Digital Portfolio Journal Entry)

How can you tell the difference between fake news and real news?  Explain how you can verify your sources and information online is true and correct.

Create a NEW Journal Article on your TFDL Digital Portfolio Journal (Google Drive)

EXAMPLE: 09 November 2020: Media Pitfalls

3-4 Sentences written about the article

R.A.C.E.S. Method R - Repeat the Question, A - Answer the Question, C - Cite Evidence, E - Examples / Explanation, S - Summarize your Thoughts

(❗️)  Send Gmail Verification

Copy and Paste your Journal Entry to a Gmail to Mr. S for credit.  Please use the following email address to send a copy of your Journal entry to Mr. S: harvey.scribner@techfreire.org

REFERENCE LINKS

"Media Pitfalls & Fake News" Google Slides Class Presentation (For Review)

(❗️) "Media Pitfalls Student Worksheet" Google Document
You must open the document, click FILE and MAKE A COPY, and SHARE it with Mr. S (harvey.scribner@techfreire.org) for credit!

VOCABULARY

Accuracy the condition or quality of being true, correct, or exact; freedom from error or defect; precision or exactness; correctness

Bias a particular tendency or inclination, or prejudice

Credible worthy of belief or confidence; trustworthy

Credentials anything that provides the basis for confidence, belief, credit, etc

Domain Extension the suffix at the end of a web address, such as .com or .org.

Evaluate to judge or determine the significance, worth, or quality of

Publisher a person or company whose business is the publishing of books, newspapers, online articles, computer software, etc.

Relevance relation to the matter at hand

Skeptic a person who questions the validity or authenticity of something appearing to be factual

URL web address you type into a browser to reach a website

STANDARDS ADDRESSED

• ALA Standard 2:1: Student determines accuracy, relevance, and comprehensiveness.
• ALA Standard 2:2: Student distinguishes among fact, point of view, and opinion.
• ALA Standard 2:3: Student identifies inaccurate and misleading information.
• ALA Standard 2:4: Student selects information appropriate to the problem or question at hand.
• ALA Standard 6:1: Student assesses the quality of the process and products of personal information seeking.
• CCSS: RI.3.5: Use text features and search tools (e.g, key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
• CCSS: RI.5.7: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
• CCSS: W.6.1.b: Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
• CCSS: 7.1.b, 8.1.b: Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
• NETS: 3:b: Students locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
• NETS: 3:c: Students evaluate and select information sources and digital tools based on the appropriateness to specific tasks.