Digital Literacy Independent Project(s) / Capstone

You have finally made it to the End of the Course! Students will now work on projects that will highlight their favorite digital tools. You may choose from the following list of projects that are based on overall point values. Each student MUST COMPLETE 5 Total Points of Projects in the next 2 weeks. Please choose from the projects below, listed by point value, to determine which projects to turn in prior to the end of the marking period:

TFDL CAPSTONE PROJECT SIGN-UP FORM 2022

THE COMPLETED PROJECT MUST BE POSTED TO THE PADLET BELOW FOR REVIEW:

TFDL 2022 CAPSTONE PADLET LINK (Click Here)

5-POINT PROJECTS

A - Design Your Own Project: Please create an original project, fill out the form completely (link below), and get it approved in advance! 

TFDL PROJECT PROPOSAL FORM (Click Here)

Use the Extra Credit Link (Click Here) for ideas for these projects. You MUST USE Multiple Digital Literacy Tools for these projects. These are also the only projects that you can do Collaboratively with other students.

4-POINT PROJECTS

B - Public Service Announcement Website: Students will create a single-page public service announcement. All topics MUST BE PRE-APPROVED by Mr. S. You must include at least 4 facts about your topic, multiple images / videos, titles and additional credit for design, style, and message clarity. You can use the Digital Portfolio Google Site (Click Here) assignment link for help!

C - Digital Animation Project: Students can submit another Digital Animation project. This must be a NEW PROJECT. You must follow the same directions as the earlier DA project completed.  Check out the directions at DIGITAL ANIMATION 2021 (Click Here)

D - WeVideo / Video Creation Project: Create a video, similar to the one we made in class using using titles, credits, at least 4 facts about your topic of choice, and photos/video clips. Videos should be 1-2 minutes in length, but no longer than 3 minutes for credit. 

Video Project Lesson Link

E - Code.Org Solo Project: Students can create an original animation, game, or application using Code.org. You can choose the type of program you will create and outline the project, code it, and debug it before presenting it for a grade. Go to Code.org and get some ideas. You can also use other programming resources by using the Design Your Own Project choice listed above. Be specific about the project you are creating on the project sign-up form.

F - Architectural Design Project: Students can use the resources found at GREAT ROOM DESIGN PROJECT (Click Here) to design a home, rooms, or other design project for credit. Details can be included in your project sign-up form.

G- Mentor Interview Project: Identify and Interview a community member you know. You can identify and write-up an interview with someone from your community that you consider a mentor. This could be a teacher, family member, or someone else you think is a good role model.  Use the HERO PROJECT ASSIGNMENT (Click Here) as a model for this project.

3-POINT PROJECTS

H - Research Paper: Pic a topic and write a 1-2 page research paper in MLA format with two correctly cited resources. You can use the MLA SHORT FORM RESEARCH PAPER (Click Here) link for more ideas and information.

I - Stock Market Project: Choose at least 3 different stocks to track and write a paragraph about each explaining why you think they are a good investment. Track their prices for at least a week, and then report your findings with a chart or graph using Google Sheets.

J - TinkerCad Design: Design something in TinkerCad that you would like to reproduce. Explain why you chose this project and how you could print your design (3D Printer) and mass produce it. What are the practical applications of this project, and how would you scale it up for larger quantities?

K - Photo Show Video: Create a simple video with photos and music 30-60 seconds in length.

2-POINT PROJECTS

L - Original Music: Use resources on the class reference site to create original music and submit it for credit. Soundtrap and FreeSound Lesson Post (Click Here)

M - Photo Collage: Use resources on the class reference site to create a digital photo collage.

N - Digital Poster: Choose a topic and use digital resources to create a decorative/informational digital poster about it.

O - TinkerCad Basic Design: Create a basic design using CAD tools discussed in class this year. 

1-POINT PROJECTS

P - Code.Org Hour of Code: Students can complete individual projects from the HourofCode.com website. Each project is worth a single point and should be able to be completed individually. Students should post the finished link to their progress for credit

Q - Digital Art: Use Sketchpad (or similar application) to create digital art that you can show off using our class padlet listed above.

R - Digital Photography: Students will get 1/4-point for every ORIGINAL Digital Photo submitted Photos must be posted, labeled, and include some description of where, when, and why they reflect some topic or idea covered in our class this year.

S - Google Slides Presentation: Student can complete a basic presentation on almost any topic for this project. Presentations for other classes for Q4 can be submitted for credit.

HAVE FUN WITH THESE FINAL PROJECTS! Each Student MUST Complete at least 5-Points worth of projects. Any additional time in class this year can be spent making up any work you need to complete for this class, or another. Remember that the week of June 3rd there will be a brief (and easy) final exam. Good Luck! - Mr. S

 

Architectural Design "Great Room" Project

OVERVIEW

Students will demonstrate their understanding of the basics of design by designing their own "great room," using appropriate color schemes. Students will develop a basic understanding of interior design principles. They will design a room of their own using one of the design tools listed below.

OBJECTIVE(S) / (SWBAT)

Utilizing the design tools on one of the websites (applications) above, students will create a "Great Room" of their choice. They must add floors, walls, doors, windows, furniture and any other items to make their room "Great". They must submit, by GMail or Google Drive at least one 2D (overhead design) and two 3D renderings of the design for credit. Additional learning activities are listed below if students choose to use this project as a year-end design project.

Students will:

  1. learn about art as a profession as well as a vocation.
  2. practice measuring to scale.
  3. convert actual to scale sizes.
  4. learn to draw given lengths accurately.
  5. integrate with a geometry unit in mathematics.
  6. integrate with writing and computer technology by developing a precise description of their dream room.

(❗️) PROJECT / LESSON TASKS
You are the designer/salesperson and you need to create a space that you might want to buy / or create in the future. This will mean that you can design the space and price all of the items in it so you know the cost breakdown if you ever decide to buy these items.. You do not need to estimate labor costs for this project. We will assume, for sake of argument, that you are going to do all the work, with no major changes to electrical, structural, or plumbing.

Activity 1: Pick a room or imagine a room you would like to re-design. Sketch out the dimensions of the room and begin to think about all of the items you would like to include.  MEASURE the room you are designing and list those measurements on your sketch.  Make sure to measure the outside frame of windows and doors, and measure the distance to the nearest corner so you can place them accurately on the plans.  You should be able to measure and note the ceiling heights in the room you are creating too.

Activity 2: Choose one of the design tools listed above. Begin by drawing the room dimensions and adding windows, doors, and other construction items that might be in the room such as closets, plumbing, or lights/outlets.

https://floorplanner.com/

Activity 3: Add furniture and other items as you can. If you cannot place them in the room, use pictures of those items found on different shopping websites or google images to display the items you are choosing for this project

Activity 4: GO SHOPPING ONLINE: When shopping you must find each item you are putting in your new room. Try to record dimensions for each item so you can enter them on your design program if possible.. Obviously the items on floor planner will not be exactly like the items you find shopping, so you will need to add pictures to your presentation (see below). Make sure to save images of all items chosen to include on your presentation. You will also need quantity, item descriptions, and sources, in addition to pricing and delivery information.  Great Room Project Budget Worksheet Template (Click Here)

Activity 5: Create a Google Slides (Click for Template) presentation that outlines your designs, includes images of your room (prior to the changes), and screen shots of the design from FloorPlanner.com with images of the items you chose. You must also include a breakdown of all your costs, and a final price for the items.

Get suggestions from friends, family, and other people you trust. Create a room that is just for you! Share the final presentation with Mr. S (harvey.scribner@techfreire.org) by making a copy of the Google Slides Template and sharing it on Google Drive. Good Luck!

STEP BY STEP  Mr Scribner's Example Presentation (Click Here)

1. Each student will select furniture for their "great room." They are to plan a pleasing layout and consider the traffic pattern.

2. A focal point should be identified.

3. Students are to color their room. They should include as many samples and pictures as possible to give a reasonable feel of the room.

Items should be downloaded/scanned to produce your final product.

Project Overview: You could choose a room in your own home to redesign. This redesign will include the following details:

Flooring: Carpeting, wood, panel, pre-fabricated, or tile?

Wall Covering/Paint: How many gallons of paint, and what colors? Do you need primer? 1-2 coats? Per Gallon Square Footage will tell you how much to buy! Wallpaper, or something else entirely? Wainscot, paneling?

Window Treatments: Curtains, blinds, etc.

Furniture: Any furniture you might need for your new room.

Electronics: Television, Cable versus Network/Internet Only, computer or laptop, how many remotes, audio components, lighting (built in vs. lamps, etc.). Heating/Cooling (vents vs. window/floor based units).

Additional Items as necessary: These could include ceiling fans, refrigerators/snack areas, or other specialty items. Think about how you could best use space, and what you would want to be doing in this room.

New Windows/Doors if necessary.

LINKS & RESOURCES

https://www.roomsketcher.com/get-started/ 
https://kitchenplanner.ikea.com/us/UI/Pages/VPUI.htm
https://www.livingspaces.com/inspiration/3d-room-designer
https://www.oneroomchallenge.com/
https://www.livingspaces.com/inspiration/3d-room-designer/builder
https://roomstyler.com/3dplanner
https://planner.roomsketcher.com/
https://freshome.com/10-best-free-online-virtual-room-programs-and-tools/

ADVANCED TOOLS
https://home.by.me/en/
https://planner5d.com/app-chrome/

(❗️) GMAIL REFLECTION / ASSESSMENT ACTIVITY
What type of room do you want to design for this project?  Why?  Describe what will go into the room, and what colors or styles you will use.  (2-3 Sentences)

Example Gmail
TO: Teacher Email
SUBJECT: Title of Email
Body of Message: Answer All Questions Listed Above (Copy/Paste Questions into Gmail)

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



BACKGROUND
Students should have a basic knowledge of geometry, space-utilization, and how to measure the area of a room and different items that might be arranged in the space.  Students will need to use basic research and selection skills to choose furnishings and decor, and itemize a list showing cost and size for each item selected.  Students can choose any room they wish, or create one based on their wants or needs for an apartment or home in the future.

KEY TERMS
https://architecturequote.com/architecture-terms/

ESSENTIAL QUESTION(S)
What are the basic applications and design standards for creating architectural or engineering drawings using digital media?  How can you use these tools to create digital projects?

ACADEMIC STANDARD(S) (State)

CCSS.MATH.CONTENT.3.MD.C.5
Recognize area as an attribute of plane figures and understand concepts of area measurement.

CCSS.MATH.CONTENT.3.MD.C.7.A
Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.

CCSS.MATH.CONTENT.3.MD.C.7.B
Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning.

CCSS.MATH.CONTENT.7.G.A.1
Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.

CCSS.MATH.CONTENT.7.RP.A.2
Recognize and represent proportional relationships between quantities.
Common Core Anchor Standards for English Language Arts - Grade 3-6

Speaking and Listening Standards

Presentation of Knowledge and Ideas

4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
ISTE NETS for Students 2016:

4. Innovative Designer
Students use a variety of technologies within a design process to identify and solve problems by creating new, useful or imaginative solutions. Students:

d. exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems.

6. Creative Communicator
Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals. Students:

a. choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.

b. create original works or responsibly repurpose or remix digital resources into new creations.

d. publish or present content that customizes the message and medium for their intended audiences.

Resume & Cover Letter

 TITLE: RESUME & COVER LETTER

“A resume summarizes your skills, experiences, and accomplishments, and it is not just for adults applying for jobs. High school students need a resume to apply to college, scholarships, employment, and internships.  Your resume is an important marketing tool. A well-written high school resume represents your character, your skills and accomplishments, and how you spend your time. Someone reading your resume should get an idea of who you are, both personally and professionally.” 

- https://www.asvabprogram.com/media-center-article/64 

OVERVIEW

Your resume and cover letter will be a living document.  That means that it will evolve and change over the course of your life depending on your experience, education, interests, and job history.  All of these experiences will be added in a one-page summary of what you will bring to the table for a future employer.  Other organizations will also need to see a resume.

OBJECTIVE(S) / (SWBAT)

Students will participate in the discussion about the importance of a Resume and Cover Letter when applying for a promotion, job, scholarship, or presenting information professionally to peers.  While a cover letter is not always needed, it does however highlight greeting someone respectfully and professionally when sending a document for review.

(❗️) PROJECT / LESSON / TASK OVERVIEW

Students will create an individual Resume following the instructions on the class website.  Students will search for a job they are interested in and tailor a Cover Letter to the specific job posting.  They must copy and paste the job listing online into the Google Document for credit.  They may be called upon to “interview” for the position with a member of the staff at school.

SAMPLE STUDENT RESUME TEMPLATE

BASIC STUDENT RESUME AND COVER LETTER TEMPLATE

EXAMPLE DOCUMENTS

GRADING RUBRIC

20 pts - Emailed Link To Job to Instructor

120 pts - Resume (GOOGLE DOCUMENT) 

10 pts - Title Block

10 pts - Objective

20 pts - Experience/Work History

20 pts - Education

20 pts - Other Skills / Additional Information

20 pts - Grammar, Spelling, Layout

60pts - Cover Letter (Proper Format, Layout, Grammar, Spelling)

STEP BY STEP

1.  Using one of the career/job websites listed below (Or any other website you like), find a job you are interested in. Email the link for the job to the instructor. (Copy& Paste Link into the body of the email). 

YOU MUST COPY THE ENTIRE JOB POSTING AND PASTE IT ONTO THE LAST FULL PAGE OF YOUR COVER LETTER.  YOU MUST FIND AND INCLUDE THE MAILING ADDRESS OF THE JOB PRIOR TO WRITING THE LETTER.

 

2.  You may create a resume for yourself using the Resume Builder on ReadWriteThink.org, or any of the templates on Google Docs

3.  Re-Type or Cut & Paste your resume into a Google Drive Document.  You may use any template you like as a guide.

4.  Create a Cover Letter (Use the Letter of Recommendation format) for your RESUME for the job you have chosen.

5.  Save your Resume & Cover Letter as a SINGLE file on Google DRIVE and email the link to your instructor.

6.  Cover Letter and Resume must be Single Spaced, Formatted to match examples below, and Times New Roman (11 or 12 font-size only!)

YOU MUST SHARE ALL DOCUMENTS FROM YOUR GOOGLE DRIVE FOR CREDIT

LINKS & RESOURCES

Mr. Scribner's Resume Sample (Google Document)

Resume Breakdown:  VIDEO 1 - Basic Resume

Resume Builder:  WEBSITE - READWRITETHINK.ORG Resume Builder

Career & Job Search Website Examples

https://www.indeed.com/

https://www.monster.com/

https://www.careerbuilder.com/

https://www.aftercollege.com/

(❗️) GMAIL REFLECTION / ASSESSMENT ACTIVITY

Email the link to a job you would like to apply for to Mr. S (harvey.scribner@techfreire.org) for credit and answer the following questions with a well-written paragraph:

Why should high school students need to create a resume and cover letter? 

What information should you highlight on your resume? 

What is the difference between a skills-based resume and a chronological work history resume? 

Why would you choose to format your resume with either style?

Example Gmail

TO: Teacher Email

SUBJECT: Resume & Cover Letter Reflection Response

Body of Message: Answer All Questions Listed Above (Copy/Paste Questions into Gmail)

R.A.C.E.S. Method R - Repeat the Question, A - Answer the Question,

C - Cite Evidence, E - Examples / Explanation, S - Summarize your Thoughts

BACKGROUND

Students should create a brief timeline of their address history, school history, work history, and sports or interests prior to starting this project.

KEY TERMS

Keywords and Terms Article Online (Click Here)

RESUME  (DEFINITION):
Re·su·me 2 [rez-oo-mey, rez-oo-mey] noun  résumé.  [rez-oo-mey, rez-oo-mey]

noun

1.  a summing up; summary.

 

2. a brief written account of personal, educational, and professional qualifications and experience, as that prepared by an applicant for a job.

Also, resume, re·su·mé.

Origin:

1795–1805;  < French,  noun use of past participle of résumer  to resume, sum up 

VISUAL THESARUS

ESSENTIAL QUESTION(S)  [Libraries & Literacy Lesson Plan Excerpt]

Q. What is a resume? 

A. A resume is a document that summarizes your skills, experience, and educational background. Employers look at resumes to find qualified employees. 

Q. Who needs a resume? 

A. EVERYBODY who wants a job needs a resume! 

Q. Why is a resume important? 

A. A resume is like an “advertisement” that sells you to an employer. It is almost always the first step to getting an interview. 

Q. How have resumes changed with technology? 

A. Today, resumes must be created with word processing software. Many employers now only accept resumes submitted through e-mail or the web. 

Q. What makes a “good” resume? 

A. A good resume should tell YOUR story. It should demonstrate professional growth and development. A good resume needs to be thorough yet concise. Why concise? See the next question: 

Q. How long does an employer typically look at a resume? 

A. Less than 1 minute! You must make a good first impression. Even the tiniest mistake can mean the difference between an interview or not! 

ANATOMY OF A RESUME

A resume usually has these 5 Sections: 

1. Contact Information 

2. Professional Summary/Objective/Career Profile 

3. Employment History 

4. Educational Background 

5. Other Skills, Non-Work Experience, and References

ACADEMIC STANDARD(S) (State)

CSTA / ISTE / PA Common Core / PA Career Ed. & Work

TinkerCad Introduction & Basic Tutorial

TITLE:  TinkerCad Introduction & Online Tutorial

Students will create an account on TinkerCad and Create a Digital Project after completing the online tutorial independently.

Use the link below to join our class with your Tech Freire Google Sign-In Information:

https://www.tinkercad.com/joinclass/4UFLPDEVFQRG

OVERVIEW

Tinkercad is a free and easy-to-use app that allows students to design in 3D, which can then be printed using a 3D printer. These Tinkercad sessions below can be particularly useful for helping to familiarize students with this application.

OBJECTIVE(S) / (SWBAT)

Students should be able to use and understand online tools and resources to create scale drawings, templates for use in digital print projects, and be able to teach others how to use online design tools.

(❗️) Project / Lesson Task Overview

Students should go ahead and create a 3D design of their name. As an extension, they can explore and add additional 3D designs to the workplane. When finished, students should take a screenshot of their design in order to upload to their digital portfolio.

This series of lessons will teach all of the key features in Tinkercad, a free, web-based 3D design platform. When you have finished the lessons you will have a comprehensive knowledge of how to design/draw in 3D. After that all you need is practice to improve your skills.

Subject(s): Architecture and Design, Computer Science, Graphic Arts, Visual Arts, Electronic Technology, Graphic Design, Educational Technology, Elementary Education, Geometry

STEP BY STEP

  Step 1: Sign into Google Apps.

  Step 2: Create an account on TinkerCad

  Step 3: Complete the Basic Tutorial program

  Step 4: Use the Tools and Skills from the Tutorial

          - Create a Design of your Full Name in TinkerCad

          - Take a screenshot or download a photo of your creation

          - Send the Image to Mr. S (harvey.scribner@techfreire.org)

LINKS & RESOURCES

https://www.tinkercad.com/dashboard

BACKGROUND

In this unit students will be working with a beginning 3D design software called TinkerCad. TinkerCad is a product of AutoDesk, which is a software company that makes architecture, engineering, constructing and manufacturing software. TinkerCad is browser based, so students do not need to download or install software, and is intuitive and easy to use.

Students will learn the basics of creating digital 3D models that could be printed on a 3D printer. They will work their way through several tutorials to learn the basics of the program.

KEY TERMS

https://blog.tinkercad.com/learn-to-speak-tinkercad

ESSENTIAL QUESTION(S)

What are the basic applications and design standards for creating architectural, engineering, or graphic design drawings and deliverables? How can I use digital applications to create physical representations of real-world projects from drawings?

.

ACADEMIC STANDARD(S) (State)

ISTE Standards:
1. Creativity and innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
a. Apply existing knowledge to generate new ideas, products, or processes
b. Create original works as a means of personal or group expression
c. Use models and simulations to explore complex systems and issues
d. Identify trends and forecast possibilities

2. Communication and collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
a. Interact, collaborate, and publish with peers, experts, or others employing a variety of
digital environments and media
b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats
c. Develop cultural understanding and global awareness by engaging with learners of other
cultures
d. Contribute to project teams to produce original works or solve problems

4. Critical thinking, problem solving, and decision making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
a. Identify and define authentic problems and significant questions for investigation
b. Plan and manage activities to develop a solution or complete a project
c. Collect and analyze data to identify solutions and/or make informed decisions
d. Use multiple processes and diverse perspectives to explore alternative solutions

6. Technology operations and concepts Students demonstrate a sound understanding of technology concepts, systems, and operations.
a. Understand and use technology systems
b. Select and use applications effectively and productively
c. Troubleshoot systems and applications
d. Transfer current knowledge to learning of new technologies

Discovery Education: Solar System & Robotics

BACKGROUND
Using this Digital Exploration, students will act as planetary scientists who have been tasked with conducting a sample return mission. Students will be introduced to several celestial bodies that each offer a different type of sample for collection. Once students select a celestial body, they will investigate the future of reusable launch systems and the STEM behind both a successful launch and landing to obtain and return with their sample. Finally, students will examine the diverse range of careers in the aerospace industry. 

To Our Solar System and Back (Discovery Education Digital Workshop)

ADDITIONAL/ALTERNATE LEARNING OPPORTUNITY
Robots To The Rescue Module

TIME REQUIRED: 25–30 minutes 

(❗️) Project / Lesson Task Overview

Make sure to complete all the steps for one of the learning modules listed above (Robots or Solar System).  When complete, click the Student Reflection Worksheet Link below and follow the directions to complete the essay questions based on your learning.  Make sure to MAKE A COPY of the worksheet and SHARE it with Mr. S for credit!

Student Reflection Worksheet Link (Click Here)

TOPICS
• Forces and Motion
• Spectrometry
• Earth and the Solar System
• The Universe
• Careers in Science, Technology, Engineering, and Mathematics 

HARDWARE RECOMMENDATION
To Our Solar System and Back is accessible on any device. However, for optimal user experience, it is recommended that explorations are accessed via desktop or tablet. This exploration is functional for use on mobile devices (iOS and Android). 

TECHNICAL SPECIFICATIONS 
While the To Our Solar System and Back Digital Exploration will function in all browsers, including Internet Explorer, Safari, Chrome and Firefox, browser load speeds will vary. For best performance, it is recommended that the most current version of your browser of choice is used when accessing the modules. Please note, connection speeds may be impacted by factors such as highly trafficked shared Wi-Fi access, public Wi-Fi and accessing modules behind a firewall. 

OVERVIEW
This Digital Exploration has four main sections:

INTRODUCTION Why do we explore? Students will be introduced to reasons humans have an interest to venture into the universe and how space exploration benefits humans in unexpected ways.

INVESTIGATE Students will explore space through the view of a telescope and learn how to identify characteristics of celestial objects. Students will use parallax to estimate the distances between Earth and celestial bodies, explore astronomical spectroscopy to classify unknown substances and practice sorting images by distance. Finally, students will scroll up into space to select a celestial body they would be interested in visiting to collect a sample.

ACT The basics of forces and motion guide the design and flight of rockets. Students will explore four factors that affect flight: thrust, lift, weight and drag. They will then be given a task to launch and land a rocket by manipulating different variables to test their solution.

ANALYZE To summarize, students will connect the principles of rocketry and force to real-life careers.

PROCEDURE
This exploration is designed to be flexible to meet the needs of many different learning environments.

ONE-TO-ONE ENVIRONMENT
Students using the exploration for independent, self-paced learning can simply move through the exploration at their own pace.

CLASS ENVIRONMENT
If you are leading a group in a one-to-many environment, you can use a projector and screen or whiteboard to make the exploration the focus of instruction and discussion. Use the questions in this guide and a show of hands during each topic to gauge student comprehension. 

CUSTOMIZED INSTRUCTION
You may also choose to use discrete elements from the exploration that fit your timeframe and curriculum. 

PATH TO DISCOVERY 

1. Explain that the purpose of this Digital Exploration is to examine the science, technology, engineering and math behind sustainable rocketry. 

 

2. Read the discussion questions before starting the Digital Exploration. 

3. Use a word wall (or other strategy) of key academic vocabulary to help students define important words and phrases encountered during the Digital Exploration. 

4. Guide students to respond to the questions, in writing, using evidence from the Digital Exploration. 

5. Explain that you will be available to support students as they work. 

6. Review student responses to the discussion questions after they have completed the Digital Exploration.

ACADEMIC STANDARD(S)
Science and Engineering Practice Disciplinary Core Idea Crosscutting Concept
ESS1.A : The Universe and Its Stars The study of stars’ light spectra and brightness is used to identify compositional elements of stars, their movements, and their distances from Earth.
(HS-ESS1- 2),(HS-ESS1-3) The Big Bang theory is supported by observations of distant galaxies receding from our own, of the measured composition of stars and nonstellar gases, and of the maps of spectra of the primordial radiation (cosmic microwave background) that still fills the universe.
(HS-ESS1-2) PS2.A: Forces and Motion Newton’s second law accurately predicts changes in the motion of macroscopic objects.
(HS-PS2-1) Momentum is defined for a particular frame of reference; it is the mass times the velocity of the object.
(HS-PS2-2) If a system interacts with objects outside itself, the total momentum of the system can change; however, any such change is balanced by changes in the momentum of objects outside the system.
(HS-PS2-2), (HS-PS2-3) Constructing Explanations and Designing Solutions

Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students’ own investigations, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future.

Analyzing and Interpreting Data Analyze data using tools, technologies, and/or models (e.g., computational, mathematical) in order to make valid and reliable scientific claims or determine an optimal design solution.

Energy and Matter Energy cannot be created or destroyed–only moved between one place and another place, between objects and/or fields, or between systems.

Systems and System Models When investigating or describing a system, the boundaries and initial conditions of the system need to be defined.

https://tgreduexplore.org/curriculum/