Cyber Foundations II (Period 05) Assignments

Monday:

Students will (EverFi Platform):

Tuesday:
Mississippi State Math Assessment, Part One

Thursday:
8th Grade Boot Camp Activities

Monday:

Students will (EverFi Platform):

Tuesday
8th Grade Boot Camp Activities

Thursday:
8th Grade Boot Camp Activities

Friday
Students will: (EverFi Platform)

 

• Review materials from unit
• Complete unit quizzes as a review for module test

 

• Identify how career choice, education and/or training, job-related skills, and economic conditions affect earning potential 
• Determine opportunity costs related to career choices

 

 

 

• Review materials from unit
• Complete unit test
• If time allows, students will begin research on next project 

 

• Utilizing skills and concepts of file organization in the previous week’s lesson, students will establish an organizational system in their Google Drive. Students will be required to create folders for at least three topics and move relevant files and data into the folders.  (Video link found in Canvas)

• Define network application 
• Describe a URL and what it does 
• Understand how web browsers work 
• Describe email 
• Understand how to send, reply and forward email 
• Define and send attachments 

• Protect against malware/hacking 
• Identify potential computer viruses 
• Understand system and application updates 
• Recognize and protect against spam, scams, and phishing 
• Determine the strength of passwords

• Identify the parts of a typical home computer. 
• Learn basic troubleshooting techniques. 
• Perform basic troubleshooting. 
• Students will also work to complete any incomplete worksheets and/or section quizzes as needed.
  

Monday: 

• Students will complete MobyMax activities for tested content areas (Math currently)

Tuesday

Students will--

• (Math exam today)
• Students will complete a review on computer systems

Wednesday

Students will--

• Quiz on computer systems and networks

Thursday

Students will--

• (ELA/Writing exam today)
• Students will view video modules previewing next unit in AES 

Friday

Students will--

• Describe a URL, what it does, and understand how web browsers work
• Describe email, understand how to send, reply and forward email
• Define and send attachments

Monday:

• Students will complete MobyMax activities for tested content areas (Math currently)

Tuesday

• Define technology and understand the history of technology and its impact on society
• Define computer and recognize that computers can take different forms

Wednesday

• Define hardware and software, explaining the three basic computer functions: input, processing, and output
• Define data storage while identifying the difference between short-term and long-term data storage

Thursday

• Understand cloud storage and why it’s important
• Describe how data is stored and moved
• Describe and list different operating systems
• Understand file extensions
• Manage files and folders

Friday

• Understand computer networks and the different types of computer networks
• Define domain name and IP address
• Define the pros, cons, and risks of using private home networks and public Wi-Fi
• Understand the precautions to use when using private home networks and public Wi-Fi

Week of February 22- February 26

Monday:

• Students will complete MobyMax activities for tested content areas. 

Tuesda - Friday:

• Students will continue work in JavaScript stop motion modules.
• Students will add additional features to the stop motion animations such as sound effects, visual effects, filters, etc.

Monday:

• Students will complete ISP activities for LHS

Tuesday

• Students will complete the initial JavaScript modules.
• Activity- Students complete the final graphic meme, including drawings, images, etc. representing a positive and/or inspirational message

Wednesday:

• Students will begin completing stage two of the JavaScript tutorials.
• Students will create a stop motion video using a series of images to mimic movement.
• Students will create a “wiggle” meme of our classroom.

Thursday:

• Students will continue with animations and alterations by creating a filter for the webcam.

Friday:

Students will begin work on stop-motion/loop animation to create interactive memes and filters. This is a multistep project in which students will create a series of images to form animation along with looped elements to create interactivity. *JavaScript activities may take additional time.

Monday:

• Students will continue editing their filter through VidCode. Students will experiment with differing filters and variable to obtain specific looks.
• Activity One- Students recreate a “vintage” look on a filter
• Activity Two—Students recreate a digital “quilt” using the pixelate value

Tuesday:

• Students will complete a vocabulary activity.
• Students will begin tutorial 2—Making a Meme. 

Wednesday:

• Students will complete the Making a Meme tutorial. This tutorial includes background editing, font placement and editing, as well as graphics design elements such as placement, visuals, etc.
• Students will showcase the meme created to the VidCode gallery. 

Thursday:

• Students will begin work on a SnapChat type filter.
• Students will add custom backgrounds, access webcam, add emoji, etc.

Friday:

• Students will complete a timed writing if they have not previously done so.
• Students will also be able to continue working on the filter in VidCode.
• Students will view/access the gallery of filters and memes created.

Monday:  Out/Holiday

Tuesday:

• Students will begin transferring information to their individual ISPs
• Students will work in Cohort Google classroom for ISPs.

Wednesday:

• Students will continue exploration in selected occupations and careers in order to complete their ISP as needed.

Thursday:

• Students will set up VIDCODE accounts.
• Students will initial the video module JavaScript 101 in which they will create a video/photo filter.

 

Friday:

• Students will complete a timed writing if they have not previously done so.
• Students will also be able to continue working on the media filter in VidCode.

_{A Group—M/W}

_{B Group—T/Th}

• Students will revise their essay as needed to prepare to submission.

• Students will submit their essay.
• Students will review via MobyMax
• If not previously completed, students will complete a timed test for typing.

 

Monday/Tuesday
 Students will identify computing innovations within a given field.
 Students will research various innovations in order to establish common inputs, outputs, improvements, etc.
Wednesday/Thursday
 Students will use a preformatted form to write up information from research. Students will then compile the information into a simple, referenced five paragraph essay. Students will use MLA format for references.
Friday-Virtual Day
 Students may complete a timed writing or continue exploration in APP lab to build coding skills.

Please note--

All work will be completed in school; students are encouraged to review materials and modules as needed.  

All work must be completed no later than Friday of each week.

 

(Code.org Unit 5 continued)

• Students will visually organize data collected via Google form.
• Students will look for patterns that either support or disprove their preference models created over the last week.
• Based on this information, students will revise preference statements as needed and begin assigning points to each poll/survey choice.

• Students will test their statements/choices via paper prototypes of their apps.
• Students will do this by creating paper buttons with values to test several of the previously collected surveys.

• Students will make final adjustments to point values and algorithms in order to finalize paper design.
• Students will begin coding in Code.org Studio.
• This portion of the application building process will take several days to complete, test, and refine.

• Students will complete various assigned lessons via Edutyping and MobyMax. These lessons are review lessons for typing, math skills, and ELA skills.

• Students will continue to build application via Code.org studio.

 

(Code.org Unit 5 continued)

Monday

• Students will visually organize data to highlight relationships and support a claim.
• In order to do this, students will use cross tabulation to find patterns and relationships in data.
• Students will use multiple factors to make and justify decisions based on data.

Tuesday

• Students will design and implement an algorithm for making decisions using data as inputs
• After creating a basic algorithm, students will explain the benefits and drawbacks of using computers vs. pen/paper for automated decision making
• Students will interpret collected data to identify patterns

Wednesday

• Students will apply the data problem solving process to a personally relevant topic
• Using the chosen topic, students will determine appropriate sources of data needed to solve a problem
• Once topic and information sources have been determined, students will then use the information to build a decision making application.
• Various tools will be used ranging from pen/paper to Google Forms for data collection. Once planning and round one of trials are done, students will begin using the Code Studios APP maker to actually program an algorithm based on the test app presented to them earlier in lesson 15.

 Thursday

• Students will complete cohort activities from Gibbs if available. MobyMax activities as given by core area teachers if they are not.
• Students will complete a timed test for ongoing typing practice.

Friday

• Students will continue to build their algorithm/application. Targeted completion date is Wednesday, November 11.

 

Monday:

How does data help us to solve problems? (Code.org, Unit 5, chapter 2)

• Students will use the problem solving process to answer a question using data.
• Students will use data identification methods to collect relevant information for the problem at hand and use the data to make a recommended action. (Code.org, Unit 5, chapter 2)

Tuesday

How do computers and humans use data differently? (Code.org, Unit 5, chapter 2)

• Students will give examples of how data is collected from sensors and tracking user behavior.
• Students will determine data that would be helpful in solving a problem, and how that data could be collected.
• Students will distinguish between data that users intentionally and unintentionally produce.

Wednesday

What parts of the data problem solving process can be automated? (Code.org, Unit 5, chapter 2)

• Students will identify and remove irrelevant data from a data set.
• Students will create a bar chart based on a set of data.
• Students will explain why a set of data must be cleaned before a computer can use it.

 Thursday

• Students will complete cohort activities from Gibbs if available. MobyMax activities as given by core area teachers if they are not.
• Students will complete a timed test for ongoing typing practice.

Friday

What kinds of problems do computers use data to solve in the real world? (Code.org, Unit 5, chapter 2)

• Students will continue work in Chapter 2, lessons 9-13, as needed
• Students will reflect in journals about the different types of data, how it is used, advantages, disadvantages, etc. in discussion board posts.

 

Monday

• Students will practice vocabulary on Quizlet for warm up.
• Students will continue final project using multiple binary systems to decode information while determining the most appropriate encoding system for a given piece of information. This is a project within the Code platform in which students create ID cards for a fictional vet service in which pet names and symbols are recorded per animal.

Tuesday

• Students will practice vocabulary on Quizlet for warm up.
• Students will continue final project using multiple binary systems to decode information while determining the most appropriate encoding system for a given piece of information. This is a project within the Code platform in which students create ID cards for a fictional vet service in which pet names and symbols are recorded per animal.

Wednesday

• Students will complete a vocabulary quiz via Canvas.
• Students will continue final project using multiple binary systems to decode information while determining the most appropriate encoding system for a given piece of information. This is a project within the Code platform in which students create ID cards for a fictional vet service in which pet names and symbols are recorded per animal.

 Thursday

• Students will complete cohort activities from Gibbs if available. MobyMax activities as given by core area teachers if they are not.

 

Monday

• Students will continue to review Google Docs, completing various word processing tasks via AES modules.
• Students will understand clipboard and using editing tools to copy/cut and paste text.
• Students will use the Spelling and other grammatical tools to edit documents.

Tuesday

• Students will visit Cohort classroom.
• Students will visit various sites discussing educational planning and responsibility (tie in to credits/grades)
• Students will upload products created from Google Docs review.

Wednesday

• Students will use a binary system to represent numbers.
• Students will extend a representation system based on patterns. 

Thursday

• Students will apply a method of encryption to ensure the secure transmission of data.
• Students will use both physical and digital security measures to secure data. 

Friday

Students will begin final project (2 to 3 days) using multiple binary systems to decode information while determining the most appropriate encoding system for a given piece of information. This is a project within the Code platform in which students create ID cards for a fictional vet service in which pet names and symbols are recorded per animal. 

 

Lesson/Weekly Vocabulary Emphasis:

• Decode - to change how information is represented so that it can be read by a person
• Encode - to change how information is represented so that it can be read by a computer
• Pixel - short for "picture element", the fundamental unit of a digital image, typically a tiny square or dot that contains a single point of color of a larger image.

Monday

• Students will continue working on ASCII/binary coding.
• Students will define a binary system as one that uses just two possible states to represent information as well as using the ASCII system to encode and decode text information in binary.

Tuesday - Friday:

• Students will continue using binary systems to create simple pictures.
• Final creation will be submitted with sample and coding for 9 weeks’ exam.

 

Monday

Tuesday:

Wednesday:

Thursday:

Friday:

 

• Students will review main ideas from Digital Citizenship.
• Students will begin work on digital presentation project “History of Social Media”. Students will research basic information about social media, using proper citation techniques to create a MLA styled slideshow.

• Students will complete the unit assessment for Digital Citizenship.
• Students will continue to work on digital project. Students will use the information gathered in their research to create a basic slide show via Google Slides.