122021: Winter Coding Projects (Badgr.com)

"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

READ ALL THE WAY TO THE BOTTOM OF THIS POST TO SEE HOW TO QUALIFY FOR THE TFDL WINTER CODING BADGE!

Students will spend the next three days (12/20 -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 class must conform to school guidelines for appropriateness. Please check out the following resources and post, for credit, at least three 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.  Hour of Code Projects (Must Be Grades 9+ or higher to qualify for credit)

The Hour of Code started as a one-hour introduction to computer science, designed to demystify "code", to show that anybody can learn programming basics.  You may go to the website https://hourofcode.com/us/learn, sort for grades 9+, and choose any of the tutorials you like.  Please make sure that you post links, a picture, and a description of your project on the Winter Projects 2021 Padlet for credit.

6. 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 5 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!

TFDL WINTER CODING BADGE:  Any student in school that completes at least 3 different Winter Coding Projects during the week before the 2021 Holiday Break in December will receive this award on their BADGR.COM Digital Backpack!  You can click the link below to see the digital badge, and read the requirements to qualify for it!

TFDL Winter Coding Badge Link (BADGR.COM)

120221: 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 basic courses but in an accelerated fashion designed for older students.

STEP-BY-STEP INSTRUCTIONS

Step 1: Sign in to your Code.Org Account (See Instructions Below For Information):

  a. SIGN IN TO YOUR TECH FREIRE GOOGLE GMAIL ACCOUNT

  b. GO TO CODE.ORG AND CLICK "SIGN IN WITH GOOGLE+"

  c. 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 with the class. 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!

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.

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.

(❗️) GMAIL CONSTRUCTED RESPONSE X Blockly

What is an algorithm?

Why do college students use block-based coding?

Compose a new GMail to Mr. S (harvey.scribner@techfreire.org) to answer the question above.

EXAMPLE GMAIL

To: harvey.scribner@techfreire.org
Subject: Blockly
Body: 3-4 Sentences that answer the question(s) listed 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

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: An 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

Objective(s): (SWBAT) use an online tutorial to facilitate learning how to create, debug, and share programs written in different programming languages. This training not only helps students create, collaborate, and develop problem-solving skills, but it allows them to work collaboratively on projects and design games, applications, and ultimately understand how to program for more advanced robotics in future classes and careers.

Essential Questions
How can I create computer programs to solve problems? What careers are available to people in Computer Science? How does equity exist in different computer science career fields? How do I collaborate to debug or improve computer programs for games, applications, and other projects?

Academic Standards PA SAS (BCIT) / ISTE / CSTA / NGSS / PA Career & Work
Standard(s): 15.4.12.H Use programming languages to develop logical thinking and problem solving skills

113021: Hour of Code Project

"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)

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 programming by completing an HOUR OF CODE project.  Have fun with this and remember some of the steps you use today for future coding projects!

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

Once you have reviewed the video and had time to think about the ideas presented in it, please follow the directions below to sign up for a Code.org account using your school GMail address:

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.

(❗️)  Create an Account on Code.org

Sign up for a Code.org Account using your TF Google Apps for EDU complete the Hour of Code project at the link below:

  Step 1: Sign in to your Tech Freire Google Account on your device.

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

  and follow the directions.

  Step 3:  Go to https://code.org/dance and follow along in class as we complete the first

  few levels together.

  Step 4:  Complete the Dance Party project by creating your own project on Level 10

  of the tutorial.  Add multiple dance moves, multiple characters, and an assortment of

  background changes for full credit.  Make sure you click the SHARE button, copy the 

  link provided, and email it to Mr. S for review.  Once you have finished you may work

  on any other work you owe for Digital Literacy or another class.  Raise your hand if you

  have any questions or are having trouble with a level.

Mr. S Sample Project Link
https://studio.code.org/projects/dance/6rjbCgSX2pNwosZVfirz8hpuz2Qk8ssU35lvEnAbDVc

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

Objective(s): (SWBAT) use an online tutorial to facilitate learning how to create, debug, and share programs written in different programming languages. This training not only helps students create, collaborate, and develop problem-solving skills, but it allows them to work collaboratively on projects and design games, applications, and ultimately understand how to program for more advanced robotics in future classes and careers.

Essential Questions
How can I create computer programs to solve problems? What careers are available to people in Computer Science? How does equity exist in different computer science career fields? How do I collaborate to debug or improve computer programs for games, applications, and other projects?

Academic Standards  PA SAS (BCIT) / ISTE / CSTA / NGSS / PA Career & Work
Standard(s): 15.4.12.H Use programming languages to develop logical thinking and problem solving skills

112921: 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.

"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:

(❗️) Begin With The Basics (Botlogic)

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 include it with your 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

(❗️) GMAIL CONSTRUCTED RESPONSE IX

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?

Compose a new GMail to Mr. S (harvey.scribner@techfreire.org) to answer the question above.

EXAMPLE GMAIL

To: harvey.scribner@techfreire.org
Subject: Social Media
Body: 3-4 Sentences that answer the question(s) listed 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

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

Objective(s):  (SWBAT) use an online tutorial to facilitate learning how to create, debug, and share programs written in different programming languages. This training not only helps students create, collaborate, and develop problem-solving skills, but it allows them to work collaboratively on projects and design games, applications, and ultimately understand how to program for more advanced robotics in future classes and careers.

Essential Questions

How can I create computer programs to solve problems? What careers are available to people in Computer Science? How does equity exist in different computer science career fields? How do I collaborate to debug or improve computer programs for games, applications, and other projects?

Academic Standards

Standard(s): 15.4.12.H Use programming languages to develop logical thinking and problem solving skills

PA SAS (BCIT) / ISTE / CSTA / NGSS / PA Career & Work

111721: Research Paper Project (MLA)

For the last few days 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.mybib.com/tools/mla-citation-generator

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 3-4 FULL Paragraphs of information on your MLA Short Form Research Paper and add your sources of information as MLA Citations at the bottom of the page for credit.

111521: Introduction to 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

THIS WEEK 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)

CREATE an MLA Template in Google Docs:

  1.  Open Your Google Drive

  2.   Look at the example below and create a duplicate on a Google Doc

  3.  Share your Template with Mr. S (harvey.scribner@techfreire.org) for credit.

REFERENCE LINKS

"Intro to Online Research 21/22" 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!

111221: Digital Footprint & 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

OVERVIEW

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 activities 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! 

OBJECTIVES
  1. Participate in class discussion/GSlides Presentation about Social Media
  2. Complete the Digital Footprints & Social Media Student Worksheet
     a. Click the link below to access the worksheet, click FILE and Make a Copy,
         add your last name to the title, and SHARE it for credit.

(❗️) GMAIL REFLECTION VIII: "Social Media"
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.

EXAMPLE GMAIL

To: harvey.scribner@techfreire.org
Subject: Social Media
Body: 3-4 Sentences that answer the question(s) listed 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

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.

111021: Media Pitfalls & Fake News

Special Note: Thursday, November 11th 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!

OVERVIEW

"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 completing a worksheet outlining your learning today.

OBJECTIVES

  1. Review the Veterans Day video in class.

  2. Participate in class discussion/powerpoint about Media Pitfalls & Fake News

  3. Complete the Media Pitfalls Student Worksheet

     a. Make sure to click the link below to access the worksheet,  click FILE and
         Make a Copy, add your last name to the title, and SHARE it for credit.

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!

VIDEO REFERENCES

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.

110921: Reading Websites Critically

"When you open a webpage, it may contain many things that want your attention, like ads, related articles, or clickbait. Although it may seem overwhelming at first, we'll show you how to read a webpage so you can ignore the distractions and focus on the main content." - GCFGlobal.org

Today we will continue learning about webpages, internet safety, and how to Read a Webpage effectively. We will discuss topics such as specific parts of a webpage (both full size and mobile), tips for understanding content on websites, and think about sponsored content and define what click-bait is. We will use a variety of sources and there will be a GMail Reflection due in addition to the worksheet listed below, end of the class. 

ASSIGNMENT #1(❗️) Complete the Lesson Worksheet referenced below.

ASSIGNMENT #2(❗️) GMail Reflection VII

Explain why students should learn to Read Websites critically? Make sure explain how to avoid sponsored content and clickbait. Cite at least one specific site you use regularly and ways you can make sure you are evaluating the sources of the information.

COMPOSE a New GMail to Mr. S that answers the questions listed above.

EXAMPLE GMAIL

    

    To: harvey.scribner@techfreire.org

    Subject:  Reading Web Pages

    Body:  3-4 Sentences that answer the question(s) listed 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

REFERENCE LINKS
"How to Read a Webpage" Google Slides Class Presentation (For Review)

(❗️) "Internet Website Identification 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.

110821: Evaluating Websites

"If you're looking for information, the Internet has a lot of it. The problem is, you can't trust every website you find. You'll need to evaluate each website to decide whether it's reliable." - GCF Global (.org) Digital Media Literacy

Today you will spend time learning about verifying information, and websites online in class. We will take and reference a Pre-Assessment on the lesson worksheet. 

We will work through most of the information in class using the presentation listed below. You will have the chance to discuss parts of the lesson together in groups. 

Once we complete the discussion, view the videos in the presentation, and wrap-up the SYNCH portion of the class, you will be instructed on how to complete the worksheet.

REFERENCE LINKS

"Evaluate Websites" Digital Literacy Classroom Interactive Presentation (Google Slides)

(❗️) "Internet Resources Verification Student Worksheet"
ASYNCH Google Docs Worksheet Link
(You MUST click FILE and Make A Copy, then SHARE it with Mr. S for credit)

GCF Global (edu.gcfglobal.org) Original Source Material Link

REFERENCE VIDEOS

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.

110521: Sound Effects

Today you will be looking for a sound effect to add to a line from a children's story.  You will need to use sound effects when you create digital animation in the 4th Marking Period, and as we discuss creating your own music, you should also know how to search for, download, and use or save sound effects.  Using the resources below, you have a couple of tasks to complete today, and over the weekend.  Please utilize the information and resources below to complete the tasks required.  Have Fun with this! 

sound ef·fect
/ˈsound əˌfekt/

Learn to pronounce

noun

 plural noun: sound effects

1. a sound other than speech or music made artificially for use in a play, movie, or other broadcast production.

Today you will create an account on FREESOUND.org.  Please find three (3) different and unique sounds and download them for future use.  You should select these sounds by using the search tool on the website and once you have an account, you should be able to download the sound and save it in the MUSIC folder you created on your Google Drive.

FREESOUND.org

To find the sounds I would like you to read children's stories and choose one you like on the following website:  http://www.magickeys.com/books/

Find a line from the book you select that should have sound associated with it. Copy and paste or retype the text from the children's story into an email to Mr. S (harvey.scribner@techfreire.org) and attach the sound effect to the email.  You could also use classic literature if you like.  Make sure the sound effect and the passage that you submit are appropriate for school.

If you want to read the passage and add the sound effect, try using the online voice recorder here https://online-voice-recorder.com/

You could also mix the sound effect with the voice recording using a tool like TwistedWave:

https://twistedwave.com/online 

TwistedWave is a browser-based audio editor. You only need a web browser to access it, and you can use it to record or edit any audio file.  All the audio is stored and processed on the server, so you don't need to download anything, or save your work when you are done. Close your browser window and your work is saved. Open TwistedWave somewhere else, and all your audio files, with the complete undo history, are still available.  With a free account, you can edit mono files up to 5 minutes in length. 

Home Project - Personal Sound Effects

This weekend you will need to go home and create at least 3 sound effects on your own.  Use the voice recorder on your chromebook, or on a cell phone to record your sound effects.  You must be able to upload these noises, with descriptions to your Google Drive.  You can create a google document or gmail to let me know what the sound effects are supposed to be.  Try to look up some ideas on Google or Youtube and duplicate the sound at home.

WHAT TO TURN IN

By the end of this week you should have the following items in your MUSIC folder on Google Drive (SHARE with Mr. S for credit):

  1. Two (2) 25-second, or longer, original pieces of music created with Audiotool, Soundtrap,
      Soundation, or similar application.

  2. One (1) sound effect that goes with a story, or excerpt from literature.  Please save the
      save the sound effect and the description as a GMail to Mr. S and put the sound effect in
      your MUSIC folder on Google Drive.

  3.  At least three (3) sound effect that you create at home, recorded and saved for future
       use in creating videos or other multimedia projects.

 

110321: Soundation Digital Music Project

"Music improves brain health and function in many ways. It makes you smarter, happier and more productive at any age. Listening is good, playing is even better." https://bebrainfit.com/music-brain/

Assignment #1: (❗️) GMail Reflection VI

  1. Watch "The Power of Music" by CBS This Morning 2012 (See Below)

  2. GO TO YOUR GMAIL and Click COMPOSE (The Pen Button).

  3. Add Mr. S (harvey.scribner@techfreire.org) in the TO Section

  4. Type MUSIC in the Subject Section

  5. Write 2-3 Sentences about the following question in the BODY Section:

       Q: How does music affect your life daily and what type of music affects
             you most and why?

Example GMail Reflection VI

  To:  harvey.scribner@techfreire.org

  Subject:  MUSIC

  Body: Write 2-3 Sentences to answer the question.  

  Use the R.A.C.E.S Method!  R - Repeat the Question(s), A- Answer the Question(s),
  C - Cite your Evidence, E - Explain or Examples, S - Summarize your Answer.

Assignment #2: (❗️) Use Soundation to Create Music (DIGITAL MUSIC GDRIVE FOLDER

Create a folder in your Google Drive and add at least two (2) 25-second, original music clips using at least three (3) loops each and saved as MP3's.  You must also add at least two (2) sound effects that you capture yourself on a digital recorder and one that you download from a website.  Name the folder MUSIC. SHARE the GDrive folder with Mr. S (harvey.scribner@techfreire.org) for full credit!  Have FUN with this project!

SOUNDATION PROJECT:

We will be using Soundation to create unique, and customized pieces of music. You must follow the directions below, and export your music as a .WAV-File so you can use it in an upcoming project. Please follow the directions below to begin creating music with Soundation.com. If you have already used this program, it is your obligation in class to help others. We will discuss the Essential Questions below in class prior to working on Soundation.com. HAVE FUN WITH THIS PROJECT!

ESSENTIAL QUESTIONS

Why Does Music Make Us Feel? Why Does Music Move Us?

Today is your day to familiarize yourself with how the program works, and how to navigate around the different toolboxes. Save anything that you want to keep by uploading files to your Google Drive or save them to your Chromebook and GDrive. 

SOUNDATION.COM INTRODUCTION: Open the Soundation.com Application. I have included a short VIDEO from YouTube to help you work independently. Once I have finished the demonstration in class, use your headphones to listen to your work while you create a personal track. Try to create a track that is over 25 seconds in length, and includes any of the instruments listed in the Loop Browser. You will be using the final cut of this track you are creating as the background for the Marquise Project in the Video Creation Unit later this year. Make sure it sounds like you want it too. When you are done look under the FILE section to Export Song To Disk as a WAV File and save it. You must upload your file to your GOOGLE DRIVE and SHARE it with MR. S for credit. 

Step By Step Instructions

  1. Log In To Chromebook and Go To Soundation.com

  2. Click on STUDIO and select either Flash Version or Chrome Version.

  3. Create Music with at least 3 loops (minimum)

  4. When finished, Click FILE and "Export .WAV File" to your Desktop

  5. Play the file using Media Player and make sure it is at least 25-seconds long for credit.

  6. Upload your file to your GDRIVE and SHARE it with Mr. S
      (harvey.scribner@techfreire.org) for credit.

  7. SHARE your file with me once it is uploaded to your Google Drive.

REFERENCE LINKS

Article: "How Does Music Affect Our Lives" by BLHS Student News

Youtube Video: "The Power of Music" by CBS This Morning 2012

Soundation Application Online (Create An Account Using TF Gmail Address)

Soundation Project Rubric (Google Sheets)

CATEGORY	10	8	6	R - Redo
3 Loops Minimum	3 or more loops used	2 loops used	Only 1 loop used	Not Completed
Loops Blended Correctly	All Loops Sound Correctly Blended	One Loop Is Off Key or Out Of Sequence	Multiple Loops Are Off Key Or Out Of Sequence	Not Completed
File Is Exported As WAV file	File Correctly Exported To Desktop	File Exported But Lost	File Not Exported	Not Completed
File Is Uploaded to GDRIVE and SHARED for credit.	File Is Uploaded Correctly			File Is Not Uploaded Correctly
Overall Effort	Scholar worked diligently on the project and has at least a 25 seconds WAV to use	Scholar included most items, but WAV is less than 20 seconds long.	Scholar\'s WAV is too short and lacks more items or was not shared correctly for credit	Project not completed at all