Cyber Foundations II (Period 5th, 6th, 7th) Assignments

This week in Cyber Foundations II we will be continuing our unit on Technology: Past, Present, and Future where we will take a closer look at AI and how it is affecting our technological world. Also, Tuesday will be our last day of our State MAAP Tests!  We are all ready for these tests to be completed and over with. For the most part, this week will flow like a regular week. Assignments and homework for the week are as follows:

 

Monday: Today students will continue to work in the ICEV module Technology: Past, Present, and Future where we will explore the development of technology throughout history, analyze and reflect on the impact of technology and the computer industry, and identify new emerging and developing technologies. Students will begin with the past today on Lesson 3: Technologies of the Present and Future.  They will be given a worksheet called Key Concepts and will complete the third section today for Lesson 3. Once this section is completed students will complete the Check for Understanding 3: Technology: Past, Present, and Future. Lesson 3 will be due on Tuesday.

 

 

 

Thursday: Today the students will work on the lesson Careers in Careers in Personal Training in Major Clarity, where they will focus on careers in Human Services. Some specific careers that will be looked at will be athletic trainers, umpires, referees, & other sports officials, and exercise physiologists. After watching the video students will go into their career exploration tab and explore these specific careers to complete the worksheet for this lesson. This worksheet will be taken for a grade. Students must also watch an interview and complete an activity in a career cluster. They must include this information on their worksheet and answer the following questions: 1. Interview - Who was in it, What do they do for a living, what are their responsibilities, where are they located? 2. Activity - What was the activity you worked on?  What career cluster was it under? Was it interesting? Did you enjoy it? Why or why not?

After completing their lesson in Major Clarity, the students will take out their packets that have been completed in class for the ICEV module: Technology Past Present and Future. The completed worksheet will be placed on Canvas for the students to check their papers and make sure they have the correct answers. This packet will be their study guide for a unit test they will have tomorrow! Study this packet!!

Friday: Students will take a unit test today on the ICEV module, Technology: Past, Present, and Future. The test will be taken through Canvas and the students may use their packets to help them on the test! After completing their test, students may Nitrotype for the remainder of the class period or make up any 0’s they have in class! 

It is finally here!!  Its State MAAP Assessment Week!!  All our hard work for the year is about to pay off as we show just how much we have learned and grown this year!  Classes may be a little off this week with the testing schedule, but we will most likely meet every day for Cyber Foundations II. Afternoon classes will go as planned for the most part. Homework and assignments for the week are as follows:

 

Monday:  Today students will continue to work in the ICEV module Technology: Past, Present, and Future where we will explore the development of technology throughout history, analyze and reflect on the impact of technology and the computer industry, and identify new emerging and developing technologies. Students will begin with the past today on Lesson 2: Technologies of the Past - (20th Century).  They will be given a worksheet called Key Concepts and will complete the first section today for Lesson 2. Once this section is completed students will complete the Check for Understanding 2: Technology: Past, Present, and Future. Lesson 2 will be due on Tuesday.

 

 

 

 

This week in Cyber Foundations II we will be having our last week of Boot Camp before our State MAAP Assessments. For our Cyber class we will begin our final lesson for the year, a look at technology past, present and future, with a special look at AI and how it is transforming the computer age. Homework and assignments for the week are as follows: 

 

Monday: No school...  Happy Easter!

This week in Cyber Foundations II we will be continuing our work in boot camp to get ready for our upcoming state MAAP assessments. Homework and assignments for the week are as follows:

 

Monday: Today is Boot Camp for all 8th graders to remediate to prepare for State Testing. 8th graders will go to assigned areas today for classes. Today will be a Math day with lessons assigned by Ms. Walker.

 

 

 

 

This week in Cyber Foundations we will be continuing our weeks filled with boot camp for our ELA, Math, and Science upcoming MAAP tests. Upcoming assignments and homework are as follows:

 

Monday: Today is Boot Camp for all 8th graders to remediate to prepare for State Testing. 8th graders will go to assigned areas today for classes. Today will be a Math day with lessons assigned by Ms. Walker.

 

Tuesday:  Today is a remediation day for all 8th graders to prepare for State Testing. 8th graders will go to assigned work today for Mr. Bunty’s science standards.  Vocabulary dominos.

If time allows at the end of the period, students will work in Major Clarity located in their Clever. Students will work in this ISP tool to learn more about different careers and plan for the future. Today students will update their Postsecondary Exploration tab. It allows the students to explore colleges and postsecondary opportunities that you are interested in. Find out about average salaries, graduation rates and other helpful statistics. Track your interests for opportunities you'd like to consider.

Wednesday: Today is a Boot Camp day for remediation to prepare for State Testing. 8th graders will go to assigned areas today for classes. Today will be an ELA day with assignments given by Ms. McMillan.

Thursday:  Today is a remediation day for all 8th graders to prepare for State Testing. 8th graders will go to assigned work today for Mr. Bunty’s science standards. Vocabulary Bingo. If time allows at the end of the period, students will work on the lesson Careers in Automotive Mechanics in Major Clarity, where they will focus on careers in transportation, distribution & logistics . Some specific careers that will be looked at will be Automotive Glass Installers & Repairers, Automotive Body & Related Repairers, and Automotive Engineers. After watching the video students will go into their career exploration tab and explore these specific careers to complete the worksheet for this lesson. This worksheet will be taken for a grade. Students must also watch an interview and complete an activity in a career cluster. They must include this information on their worksheet and answer the following questions: 1. Interview - Who was in it, What do they do for a living, what are their responsibilities, where are they located? 2. Activity - What was the activity you worked on?  What career cluster was it under? Was it interesting? Did you enjoy it? Why or why not?

Friday: Students will have a timed typing test on Friday entitled The Evolution of Mobile Devices, a 5:00 test with a goal of 44 WPM. Today students will continue to work on Code.org, Unit 4: The Design Process, Lesson 4: User Centered Design - Try and Reflect. This is the second part of a two-day lesson where students are guided through an abbreviated version of the design process they will be seeing throughout this unit. Yesterday students completed the Define and Prepare steps of the design process. Today, they complete the Try and Reflect portions. Students continue their work from yesterday by designing a piece of smart clothing, using the specific needs and concerns they brainstormed to guide their decision-making. Students have a chance to share their decision-making process and get feedback on how well their product addresses the user needs they selected. 

Students will be given an activity guide - User Centered Design - Try and Reflect to complete in class. All questions should be answered with complete sentences and the drawing should be very detailed to show the advantages or your design. Students should be prepared to present their ideas to the class if time allows. (47 min)

Students will also complete Discussion Board #13 for homework. The prompt is as follows: What was one challenge in designing a product for someone other than yourself? What was one activity from today or yesterday that made this challenge easier? The students will answer the prompt with a one paragraph (5 sentences) answer for the questions. They will then reply to at least 2 classmates with a 2 to 3 sentence reply. Students' responses to the prompt and to their classmates will be graded on the content of their replies, using proper grammar, punctuation, capitalization, spelling, and having proper etiquette with their peers. DO NOT COPY AND PASTE FROM GOOGLE!!!!

This week in Cyber Foundations II we will be continuing our lessons in Code.org in Unit 4: The Design Process where we are working with how to design for our users needs. We will also be continuing our boot camp to get us prepared for our upcoming State MAAP Assessments. Homework and assignments for the week are as follows:

 

 

Tuesday: Today students will work in Major Clarity located in their Clever. Students will work in this ISP tool to learn more about different careers and plan for the future. Today students will update their Postsecondary Exploration tab. It allows the students to explore colleges and postsecondary opportunities that you are interested in. Find out about average salaries, graduation rates and other helpful statistics. Track your interests for opportunities you'd like to consider. Once the students complete this update they will work on the lesson Careers in Construction Management, where they will focus on careers in architecture and construction. Some specific careers that will be looked at will be Construction Carpenters, 

Elevator Installers & Repairers, and Fence Erectors . After watching the video students will go into their career exploration tab and explore these specific careers to complete the worksheet for this lesson. This worksheet will be taken for a grade. Students must also watch an interview and complete an activity in a career cluster. They must include this information on their worksheet and answer the following questions: 1. Interview - Who was in it, What do they do for a living, what are their responsibilities, where are they located? 2. Activity - What was the activity you worked on?  What career cluster was it under? Was it interesting? Did you enjoy it? Why or why not?

Wednesday: Today is a Boot Camp day for remediation to prepare for State Testing. 8th graders will go to assigned areas today for classes. Today will be an ELA day with assignments given by Ms. McMillan.

Thursday: Today students will continue to work in Code.org, Unit 4: The Design Process, Lesson 3: User Centered Design - Define and Prepare. This is the first part of a two-day lesson where students are guided through an abbreviated version of the design process they will be seeing throughout this unit. This lesson focuses on the Define and Prepare steps of the process. Students first brainstorm a list of potential users of smart clothing. As a class, they then group these ideas into broad categories and each group will choose one category of user. Groups repeat this process to brainstorm the needs or concerns of their user, eventually categorizing these needs and choosing one to focus on. In the next lesson, students will complete the Try and Reflect steps of the design process.

Students will begin with a slideshow on the board that first reminds us about the design process. We will watch a video entitled The Design Thinking Process together to introduce today's activity. Students will be given their Activity Guide - User Centered Design (Define & Prepare). We will begin together and brainstorm groups of people that would benefit from smart clothing. Then we will discuss the needs of these groups of people as we begin to think about what specifically each student would like to create. Students will then choose their specific need and complete the back side of the worksheet on their own. Students will use the bottom portion of the worksheet to draw a sample of what their product might look like. Students will complete this worksheet in class or for homework.

Friday:  Students will have a timed typing test on Friday entitled Text Messaging Safety, a 5:00 test with a goal of 43 WPM. Today students will continue to work on Code.org, Unit 4: The Design Process, Lesson 4: User Centered Design - Try and Reflect. This is the second part of a two-day lesson where students are guided through an abbreviated version of the design process they will be seeing throughout this unit. Yesterday students completed the Define and Prepare steps of the design process. Today, they complete the Try and Reflect portions. Students continue their work from yesterday by designing a piece of smart clothing, using the specific needs and concerns they brainstormed to guide their decision-making. Students have a chance to share their decision-making process and get feedback on how well their product addresses the user needs they selected. 

Students will be given an activity guide - User Centered Design - Try and Reflect to complete in class. All questions should be answered with complete sentences and the drawing should be very detailed to show the advantages or your design. Students should be prepared to present their ideas to the class if time allows.

Students will also complete Discussion Board #13 for homework. The prompt is as follows: What was one challenge in designing a product for someone other than yourself? What was one activity from today or yesterday that made this challenge easier? The students will answer the prompt with a one paragraph (5 sentences) answer for the questions. They will then reply to at least 2 classmates with a 2 to 3 sentence reply. Students' responses to the prompt and to their classmates will be graded on the content of their replies, using proper grammar, punctuation, capitalization, spelling, and having proper etiquette with their peers. DO NOT COPY AND PASTE FROM GOOGLE!!!!

This week in Cyber Foundations II we will be continuing our work in Code.org working with the design process and how it applies to computer science. Assignments and homework for the week are as follows:

 

Monday: Today is Boot Camp for all 8th graders to remediate to prepare for State Testing. 8th graders will go to assigned areas today for classes. Today will be a Math day with lessons assigned by Ms. Walker.

 

Tuesday: Today students will work in Major Clarity located in their Clever. Students will work in this ISP tool to learn more about different careers and plan for the future. Today students will update their Academic Planning section to add all courses that have been taken this year. This tool keeps the students on track for a career path that may interest them. It is tailored to what is offered here in Scott County. Once the students complete this update they will work on the lesson Careers in Business , where they will focus on careers in business management and administration. Some specific careers that will be looked at will be Brownfield Redevelopment Specialists & Site Managers Training & Development Managers, and Chief Executives. After watching the video students will go into their career exploration tab and explore these specific careers to complete the worksheet for this lesson. This worksheet will be taken for a grade. Students must also watch an interview and complete an activity in a career cluster. They must include this information on their worksheet and answer the following questions: 1. Interview - Who was in it, What do they do for a living, what are their responsibilities, where are they located? 2. Activity - What was the activity you worked on?  What career cluster was it under? Was it interesting? Did you enjoy it? Why or why not?

 

 

Thursday:

Today students will begin a new unit in Code.org, Unit 4: The Design Process, Lesson 1: Designing with Empathy. To kick off a unit devoted to group problem-solving and developing products for other users, students begin by investigating the design of various shoes. We are purposefully starting out by looking at non-technical objects to encourage students to think more broadly about what it means to consider the end-user of a product before honing in on how it specifically applies to software design.

Students will begin by taking down two new vocabulary words today:

Empathy - In design, paying attention to a user's feelings and needs when designing a product.

User - Someone who uses an object, including software and hardware.

Students will go through a slideshow on the board together and be given an Activity Guide - Designing with Empathy. Students begin by looking at a variety of shoes and attempting to match each shoe with a potential user. Students also provide feedback on these designs, using an “I Like…” / “I Wish…” / “I Wonder…” structure that will be repeated throughout the unit. To conclude the activity, students are asked to propose some changes to one set of shoes that would make it more useful or usable. Students will turn this paper in when they have completed it.

Friday: Students will have a timed typing test on Friday entitled Internet Research, a 5:00 test with a goal of 42 WPM.

Today students will continue to work on Code.org, Unit 4: The Design Process, Lesson 2: Understanding Your User. This lesson builds on the previous by asking students to not only consider that there is a user that products are designed for, but also empathize with those potential users since designers need to understand their users' needs in order to create useful products. This lesson encourages students to think about how to design for another person by role-playing as someone else using a user profile and reacting as that user to a series of products. Each student is assigned a user profile describing a person, which they then use to choose appropriate products, critique product design, and suggest improvements to design.

Students will add the following vocabulary word to their notes for today:

Usability - How easy, efficient, and satisfying it is to use a human-made object or device (including software).

Students will go through the slides on the board together as we work through the activity together. Each student will be given a user profile (1,2,3, or 4) to complete as that user. Students will first orally choose from the slides which product they will choose. Students will then be given an activity guide - Reacting as Your User. Students will complete the activity guide as their user, considering who the product is designed for. After completing this worksheet it will be turned in for a grade.

Welcome back!!  I hope everyone had a restful and relaxing Spring Break and that we are all ready to jump back in and finish this year out strong!  Our weeks will look a little different now until we take our State MAAP Assessments in a few weeks. Bootcamps have started for our 7th and 8th graders and we are buckling down to reach our goal of an A for our school!  Weekly assignments and homework are as follows:

 

Monday: Today is the beginning of the Boot Camp Schedule for remediation to prepare for State Testing. 8th graders will go to assigned areas today for classes. Monday will be a Math day.

 

Tuesday: Today students will work in Major Clarity located in their Clever. Students will work in this ISP tool to learn more about different careers and plan for the future. Today students will work on the lesson Highest Paying Careers, where they will identify the top ten Highest Paying Careers nationwide for which the minimum education requirement is some college, view overview videos for 3 careers, research and record the career cluster, career path, salary, and related careers, and participate in a discussion. After watching the video students will go into their career exploration tab and explore these specific careers to complete the worksheet for this lesson. This worksheet will be taken for a grade. Students must also watch an interview and complete an activity in a career cluster. They must include this information on their worksheet and answer the following questions: 1. Interview - Who was in it, What do they do for a living, what are their responsibilities, where are they located? 2. Activity - What was the activity you worked on?  What career cluster was it under? Was it interesting? Did you enjoy it? Why or why not?

 

Wednesday: Today is a Boot Camp day for remediation to prepare for State Testing. 8th graders will go to assigned areas today for classes. Wednesday will be an ELA day.

 

Thursday: Today the students will log back into their Code.org and continue to work in Unit 3: Interactive Games and Animations. We will pick up with Lesson 17: Mouse Input, where we will continue to explore ways to use conditional statements to take user input - this time with the mouse. They will also expand their understanding of conditionals to include else, which allows for the computer to run a certain section of code when a condition is true, and a different section of code when it is not. This concept is introduced alongside several new mouse input commands, allowing students to gradually build up programs that use input in different ways.

Students will start a new list of vocabulary and code today. They will add the following definitions and code to the list:

Conditionals - Statements that only run when certain conditions are true.

if/else statement - It defines two blocks of code to execute between open and closing curly braces {}. If the condition is true then the block of code inside the first curly braces is executed from top to bottom, exactly once. If the condition is false then then the block of code inside the second curly braces is executed from top to bottom, exactly once.

if (condition) { statement1 } else { statement2 } - Code for an if/else statement

keyWentDown(code) - Generates a single true value when the key is pressed down, no matter how long a key is pressed.

keyWentUp(code) - Generates a single true value when the key is released, no matter how long a key is pressed.

mouseDidMove() - Checks if the mouse moved.

mouseDown(button) - Checks if the mouse button specified is pressed.

mouseWentDown(button) - Generates a single true value when the mouse button is pressed down, no matter how long the button is pressed.

mouseWentUp(button) - Generates a single true value when the mouse button is released, no matter how long the button is pressed.

Sprite.visible - The visibility of the sprite, true or false. The default visibility is true. All sprite properties can be both accessed and updated.

Students will spend a few minutes reviewing if statements and what was covered in Lesson 16 and then move to Lesson 17 Bubble 1 where we will make a prediction about what we think the code will do when the mouse is pressed and when it is not. From there we will work through bubbles 2, 3, and 4 to continue to build skills and practice using this code.

Friday: Today students will continue to work in Code.org, Unit 3: Interactive Animations and Games, Lesson 17. We will pick up with Bubble 5 where we will continue to practice using the if/else statements when using the mouse keys. In Bubble 6 students will complete Bubbles a, b, c, and d for practice levels. In Bubble 7, students will complete the assessment Bubble to make sure they have mastered this skill. And finally in Bubble 8, students will complete the challenge bubble where they will work in Bubbles a, b, c, d, e, and f to challenge their skills.

Students will also complete Discussion Board #12: User Input for homework. The prompt is as follows: You now have many different ways to detect user input. Choose three different user input commands and think of an example of when you might use them. Be ready to share with the class! The students will answer the prompt with a one paragraph (5 sentence) answer for the questions. They will then reply to at least 2 classmates' responses with a 2 to 3 sentence reply. Students' responses to the prompt and to their classmates will be graded on the content of their replies, using proper grammar, punctuation, capitalization, spelling, and having proper etiquette with their peers. DO NOT COPY AND PASTE FROM GOOGLE!!!!

This week in Cyber Foundations II we will be continuing our unit on Interactive Animations and Gaming, and also continue to work in Major Clarity on different career choices and on remediation for our upcoming Science Benchmark test that will be taking place next week. Homework and assignments for the week are as follows: 

 

Monday: Today is an I-Ready/EdPuzzle day working on assignments in Science that are assigned by Mr. Bunty - 2.24.25: (rock cycle)

• (brainpop) rock cycle edpuzzle video – 6:40 – 10 questions (approximately 10 minutes)
• rock cycle notes review worksheet (15 minutes)
• rock cycle edulastic practice (15 minutes)
• Shared assignment with you
• https://app.edulastic.com/author/tests/verid/655612b0e2c1db0008fdf71b
• rock cycle exit ticket practice (10 minutes)
• rock cycle coloring worksheet (10 minutes)

This week in Cyber Foundations II we will be continuing our work in Code.org learning how to make Interactive Animations and Games, as well as continuing to do remediation for our upcoming Science Benchmark Test and Major Clarity on Career Clusters. Assignments and homework for the week are as follows:

 

Monday: Today students will log onto their Code.org and continue to work in Unit 3: Interactive Animations and Games. Students will begin in Lesson 15: Conditionals. This lesson introduces Booleans and conditionals, which allow a program to run differently depending on whether a condition is true. Students start by playing a short game in which they respond according to whether particular conditions are met. They then move to Code Studio, where they learn how the computer evaluates Boolean expressions, and how they can be used to structure a program.

Students will first take down 4 new vocab words in their notes: Boolean Expression - in programming, an expression that evaluates to True or False. Condition - Something a program checks to see whether it is true before deciding to take an action. Conditionals - Statements that only run when certain conditions are true. Conditional Statements - Commands that run a specific block of code IF something is TRUE.

Students also have 7 new pieces of code to add to their notes today: ___ != ___ - Inequality operator, ___ < ___ - Less than operator, ___ <= ___ - Less than or equal operator, ___ == ___ - Equality operator, ___ > ___ - Greater than operator, ___ >= ___ - Greater than or equal operator, if (condition) { statement } - requires you to define an expression that evaluates to true or false.

Students will then read several statements off the board, following the directions of each if they apply. Then we will talk about how when we program, we give the computer instructions on what to do. How are the instructions you just followed different from the instructions that we have been giving in Game Lab? This discussion should prepare students to investigate programs that react to changing conditions. Students should realize that there is no "one way" that these questions will be answered, and that the answers will change according to changing conditions. Students will then watch the Booleans Expressions video located in Code.org. We will consider the following questions: 

What is a Boolean expression? What’s an expression that would evaluate to true? Some examples of Boolean expressions that evaluate to true are 3 > 1 and 4 <= 7, but press students to think of expressions that might be better represented by variables, such as studentAge < 70 or sizeOfClass > 2. What’s an expression that would evaluate to false? Some examples of Boolean expressions that evaluate to false are 4 == 7, schoolName == "Hogwarts", and currentYear < 1000.

Now we will work through Bubbles 1, a prediction Bubble, and Bubbles 2- 4, which provide practice and skill building using the Boolean Expressions.

Tuesday: Today students will continue to work in Code.org in Unit 3: Interactive Animations and Games in Lesson 15: Conditionals. We will do a quick review of the Boolean Expression that was started yesterday and continue with a new video, Conditional Statements. This video will attempt to explain in more detail how sprites and elements react to changes within a program using an IF statement. Students will then continue to work in Lesson 15, picking up with Bubbles 5 and 6 for more practice and skill building. On Bubble 7 there will be a short assessment to make sure students understand exactly how to write the if statements and apply them to the appropriate sprites and labels. In Bubble 8, students will work bubbles a, b, c, d, e, f, and g to challenge what they have learned. One of the bubbles in Bubble 8 will be taken for a daily grade. 

Students will also complete Discussion Board #10: Conditionals for homework. The prompt is as follows: Now that you know how conditionals work, where do you think that they are used in games or other programs and apps that you already use? Students should be thinking about how conditionals are used in games they have already seen, and help them connect those ideas to how they might want to use conditionals in their own programs. The students will answer the prompt with a one paragraph (5 sentence) answer for the questions. They will then reply to at least 2 classmates' responses with a 2 to 3 sentence reply. Students' responses to the prompt and to their classmates will be graded on the content of their replies, using proper grammar, punctuation, capitalization, spelling, and having proper etiquette with their peers. DO NOT COPY AND PASTE FROM GOOGLE!!!!

Wednesday: Today students will work in Major Clarity located in their Clever. Students will work in this ISP tool to learn more about different careers and plan for the future. Today students will work on the lesson Careers in the Arts, where they will watch a short video detailing careers such as Multimedia Artists & Animators, Floral Designers, Music Directors, and Set and Exhibit Designers. After watching the video students will go into their career exploration tab and explore these specific careers to complete the worksheet for this lesson. This worksheet will be taken for a grade. Students must also watch an interview and complete an activity in a career cluster. They must include this information on their worksheet and answer the following questions: 1. Interview - Who was in it, What do they do for a living, what are their responsibilities, where are they located? 2. Activity - What was the activity you worked on?  What career cluster was it under? Was it interesting? Did you enjoy it? Why or why not? If the students finish this early, they may take the time to work on their Discussion Board #10: Conditionals. 

Thursday:  Today is an I-Ready/EdPuzzle day working on assignments in Science that are assigned by Mr. Bunty - L.8.2B.4 Debate the ethics of artificial selection (selective breeding, genetic engineering) and the societal impacts of humans changing the inheritance of desired traits in organisms. 

Today the students will receive a packet (18 pages long) to complete over the next 2 days of class time. Students will answer all questions with a full sentence using proper grammar, punctuation, and capitalization. Students must spend some time reading the information presented in order to be able to form an opinion and make an educated argument on the issue. 

On page 3, #6, students must write a one paragraph response to the question addressing the main points.

On page 4, students must write a persuasive paragraph based on the arguments for the pros and cons. 1 paragraph for the pros and 1 paragraph for the cons. (Do NOT copy straight from the paper!  Make it your own words!)

On page 10, students must write a one paragraph response in the box when rationalizing their answer. 

On page 11, students must make full sentences and make a cohesive paragraph for the answer to these questions. 

On page 18, students must write a complete letter with a heading, greeting, body, closing, and signature. Use complete sentences and make full paragraphs!

Friday: Today is an I-Ready/EdPuzzle day working on assignments in Science that are assigned by Mr. Bunty - L.8.2B.4 Debate the ethics of artificial selection (selective breeding, genetic engineering) and the societal impacts of humans changing the inheritance of desired traits in organisms. Students will continue to work on the packet that was given yesterday. If it is not completed in class today, they will finish it for homework over the weekend!

This week in Cyber Foundations II we will be continuing to assist Mr. Bunty with Science remediation for our upcoming Benchmark 3 Tests, as well as our quickly approaching State Tests. We will also be continuing our lessons in Major Clarity as we look at more careers and continue out work in Code.org building our knowledge on Interactive Animations and Games. Homework and assignments for the week are as follows:

 

 

 

 

 

This week in Cyber Foundations we will be continuing our lessons in Code.org utilizing the Interactive Animations and Games unit. This week students will be working on remediation lessons for Science, learning more about career choices, and then beginning a project dealing with animations of code. Homework and assignments for the week are as follows:

 

Monday: Today is an I-Ready/EdPuzzle day working on assignments in Science that are assigned by Mr. Bunty - 2.3.25: (natural selection).

•  (phet) natural selection activity (approximately 10 minutes)

             Students may work on this individually or use it as a whole class inquiry / engagement                         

             /guided discussion (at your discretion.)

             Access site with search – phet natural selection

• (amoeba sisters’) natural selection edpuzzle video (10 minutes)

            Sarah Brooks version – 7:01 – 10 questions 

             This teacher version was not available when I searched later – but a similar version      

             Will be fine.

• (amoeba sisters’) natural selection worksheet (15 minutes)

            Students can re-watch video (parts of …) as needed.

            Monitor students closely – there are likely answer keys on the internet.

• Darwin worksheet (10 minutes)

This week in Cyber Foundations II we will be working in Code.org to continue our lessons in the Interactive Gaming and Animations unit. Homework and assignments for the week are as follows: 

 

Monday: Today is an I-Ready/EdPuzzle day working on assignments in Science that are assigned by Mr. Bunty. 

• (amoeba sisters’) asexual and sexual reproduction edpuzzle video (appr 10 min)
• (amoeba sisters’) asexual and sexual reproduction worksheet (15 min)
• Students can watch videos (parts of….) as needed.
• Monitor students closely - there are likely answer keys on the internet.
• Asexual and sexual reproduction worksheet/comparison charts (10 min)

I hope everyone enjoyed a little break on Monday for the MLK Holiday and then stayed warm and cozy as we were out Tuesday for the winter weather.  This is a short week, but we are still working in Cyber Foundations II. Homework and assignments for the week are as follows:

 

Wednesday: Today students will begin working in their Major Clarity located in Clever. This is an ISP tool that helps ensure that every student’s education leads to a successful career outcome—whether through a 4-year degree or going into the workforce. MajorClarity connects career "test-drives" to academic planning and postsecondary decision-making, leading to a 189% increase in students building career-aligned plans of study. Today the students will log into Major Clarity and retake their Career Assessments to see if their outcomes may have changed since 7th grade. Then students will retake their Learning Styles Assessment to see if their learning has changed. Students will then be given a handout and complete a worksheet detailing occupations that rely on a deep understanding of mathematical principles and processes to perform their jobs successfully. In this lesson they will learn about math-related occupations in two different career paths: Mathematics and Accounting. Students will complete the worksheet and turn in for a daily grade. After completing the worksheet they will continue to look at career paths and explore in the program.

 

 

This week in Cyber Foundations II we will be continuing to work in Code.org and build on the lessons learned in Unit 3: Interactive Animations and Games. Homework and assignments for the week are as follows:

 

 

 

Wednesday:  Today students will continue in Code.org working in Unit 3: Interactive Animations and Games by beginning Lesson 12: The Draw Loop. 

In this lesson, students are introduced to the draw loop, one of the core programming paradigms in Game Lab. To begin the lesson students look at some physical flipbooks to see that having many frames with different images creates the impression of motion. Students then watch a video explaining how the draw loop in Game Lab helps to create this same impression in their programs. Students combine the draw loop with random numbers to manipulate some simple animations with dots and then with sprites. Students should leave the lesson understanding that the commands in the draw loop are called after all other code but are then called repeatedly to create animation. Students will have a chance to continue to develop an understanding of this behavior in the next two lessons, but laying a strong conceptual foundation in this lesson will serve them well for the rest of the unit.

Students will begin with taking down the 2 new pieces of code for this lesson: World.frameRate - The number of times per second the screen is refreshed, function draw() {} - The lines of code contained inside its block are continuously executed until the program is stopped.

Students will then watch the short video for this lesson: Flipbook lesson.  This video shows a flipbook to make animation. How is it working? Why does it "trick our eyes" into thinking something is moving? This discussion should introduce some key understandings about animation. Students should understand that the key is seeing many pictures in a row that are slightly different. Introduce the vocabulary word "frame" as being one of those many pictures--a single image within an animation. Then transition to the fact that soon students will be creating animations of their own. Students will then watch the video Introduction to the Draw Loop. After watching the video students will begin with Lesson 12, Bubble 1 where they will predict what will happen when they run the code. Then we will go to Bubble 2 where we will practice with draw loops. In Bubble 3, the students will again predict what has changed in the code and how it will affect the animation. Students will finish today by completing Bubbles 4 and 5 for skill building.

Thursday: Today students will continue to work in Code.org in Unit 3: Interactive Animations and Games working in Lesson 12 where we will pick up with Bubble 6 and update rotation and debug some blurry and non moving sprites. Students will then go on to complete Bubble 7 Assessment and Bubble 8 where they will complete Bubbles a, b, c, d, and e to challenge what they have learned. If the students complete Lesson 12 they may begin their Discussion Board #7.

Homework: Students will complete Discussion Board #7 How can we animate our images in Game Lab? How does the draw loop help us make animations? Use examples of things we have done in class. Students will answer the prompt with a one paragraph (5 sentence) response.  They will then reply to at least 2 classmates with a 2 to 3 sentence reply. Students will be graded on the knowledge of their content, using proper grammar, spelling, punctuation, and proper etiquette when conversing with a classmate.

Friday: Students will take their first timed typing assessment of the year today, a 3:00 test entitled Leaving a Digital Footprint, with a goal of 36 WPM. After completing their timed typing test, students will continue to work in Code.org in Unit 3: Interactive Animations and Games. Today we will begin Lesson 13: Sprite Movement. This lesson builds on the draw loop that students learned previously to create programs with purposeful motion. Students learn how to control sprite movement using a construct called the counter pattern, which incrementally changes a sprite's properties. Students first brainstorm different ways that they could animate sprites by controlling their properties, then explore the counter pattern in Code Studio. After examining working code, students try using the counter pattern to create various types of sprite movements. The skills that students build in this lesson lay the foundation for all of the animations and games that they will make throughout the rest of the unit. Students will begin with Bubble 1 where they will make a prediction about what the code will do to the sprite.  How will the sprite continue to change and move? Students will then watch the video for this lesson, Sprite Movement. Students will then move on to Bubbles 2, 3, and 4 to build skills with moving sprites to the left, right, and diagonally.

After completing Bubble 4 students will complete Discussion Board #8 How can we control sprite movement in Game Lab? Students will respond to the following prompt: What is the counter pattern? How does the counter pattern move sprites across the screen? Students will answer the prompt with a one paragraph (5 sentence) response.  They will then reply to at least 2 classmates with a 2 to 3 sentence reply. Students will be graded on the knowledge of their content, using proper grammar, spelling, punctuation, and proper etiquette when conversing with a classmate. If the Discussion Board is not completed in class today, students will need to complete it for homework.

Welcome back!!  I hope each and every one of you had a restful and wonderful Christmas break!!  We are excited to be back at school and be back in the swing of learning!  This week in Cyber Foundations II we will be continuing our lessons in Code.org, Unit 3: Interactive Animations and Games. Homework and assignments for the week are as follows:

 

Monday: No School!  Professional Development day for teachers.

 

 

Wednesday: Students will continue to work in Code.org in Unit 3: Interactive Animations and Games where they will pick up with Lesson 10: Text today. We will work through each bubble adding and changing text in the animations. If the students complete the bubbles, they may begin their Discussion Board #6, which will be their homework tonight. 

Discussion Board #6: How can we use text to improve our scenes and animations? Prompt: You've drawn with both text and shapes on the screen. What are two ways drawing with text is similar to drawing shapes? What is one way that drawing with text is different from drawing with shapes? Students will respond to the prompt with a one paragraph (5 sentences) reply. They will then respond to at least 2 classmates' replies. Students will be graded on the content of their replies as well as their responses to their classmates, punctuation, proper grammar, spelling, and using proper etiquette.  

Thursday: Today students will continue to work in Code.org Unit 3: Interactive Animations and Games where we will begin to work on Lesson 11: Mini-Project - Captioned Scenes. After a quick review of the code they have learned so far, students start working on their next creative project of the unit. Using the problem-solving process as a model again, students define the scene that they want to create, prepare by thinking of the different code they will need, try their plan in Game Lab, then reflect on what they have created. They also have a chance to share their creations with their peers. Students will begin in Lesson 11, Bubble 1 where they will begin to think about their scene and what they want to create. As they continue to work through bubbles 1-6 they will build a scene step by step by beginning with a background and shapes. They they will add their sprites and properties to these sprites. Finally they will add they text to their scenes and review for submission. Students will also be given an activity guide to complete as they work through the problem solving process to complete this project. The final project in Code.org will be taken for a test grade while the activity guide will be a daily grade.

Friday: Today students will be given time to work on their mini project of creating a scene with sprites, properties, and text. This project will be due on Tuesday, January 14th, 2025. The activity guide will also be due on this day. 

This will be our last regular week of the Nine Weeks in Cyber Foundations II. We will continue to work in Code.org each day to continue our learning of Interactive Animations and Games. Assignments and homework for the week are as follows:

 

Monday: Today, students will continue to work in Code.org in Unit 3: Interactive Games and Animations. Students will continue to work on sprites and begin to dig into what makes sprites such a powerful programming construct - that they have properties that can be modified as a program is running. This lays the foundation for much of what students will be doing in the rest of the unit in terms of accessing and manipulating sprite properties to create interesting behaviors in their programs. The lesson starts with a review of what a sprite is, then students move on to Game Lab to practice more with sprites, using their properties to change their appearance. They then reflect on the connections between properties and variables.

Students will begin today with taking down a new vocabulary words and adding it to their notes: Dot notation - the way that sprites' properties are used in Game Lab, by connecting the sprite and property with a dot. Property - A label for a characteristic of a sprite, such as its location and appearance.

Students will also take down the following new code: Sprite.rotation - A positive value will rotate clockwise, a negative value will rotate counterclockwise. Sprite.scale - Property that makes the image of the sprite bigger or smaller. Sprite.x - The x position of the center of the sprite. Sprite.y - The y position of the center of the sprite. Sprite.height - Adjusts the height of a sprite. Sprite.width - adjusts the width of a sprite. Sprite.alpha - This property changes the transparency of a sprite. You can assign it decimal values between 0 and 1. Sprite.tint - Adjusts the sprite’s color.

After taking down the vocab and code, students will watch the video in Code.org to learn about sprite properties and how to properly code them. Students will then begin to work on Lesson 9: Sprite Properties where they will work in Bubble 1 and predict how the sprite will be affected by the new properties. Students will continue to work through bubbles 2 and 3 as well.

Tuesday:  Today students will work in I-Ready on lessons assigned by Coach Rouse for Reading and Math.

Wednesday: Today students will continue to work in Code.org where they will pick up in Lesson 9: Sprite Properties. We will begin today with Bubble 4 where they will work through bubbles a, b, and c learning more about sprite scale and rotation, along with combining properties for one single sprite. In Bubble 5 students will continue to work on scale and rotation. In Bubble 6 students will be given 4 new properties for their sprites, tint, height, width, and alpha. For homework today students will log into Canvas and complete Discussion Board #5 by answering the following prompt: What is one way sprite properties are the same as variables? What's one way that sprite properties are different from variables?

Students will reply with a one paragraph response, then they will reply to 2 classmate’s responses with a reply to further the discussion. Students will be graded on the content of their replies, as well as the correct use of grammar, spelling, capitalization, and proper etiquette as they respond to their classmates.

Thursday: Today students will work in I-Ready on lessons assigned by Coach Rouse for Reading and Math.

Friday: Today the students will take their Nine Weeks Test for Cyber Foundations II, a timed typing assessment entitled White Water Rafting, a 2:00 timed writing with a goal of 36 WPM. After taking their timed typing assessment the students will go into Code.org and click on Projects. Here they will go to the Sprite Lab and play around with all the tools and properties that are listed. This is just a fun activity to see what else they can do with sprites!

This week in Cyber Foundations II we will be continuing out lessons in Code.org working in the Interactive Animations and Games unit. Homework and assignments for the week are as follows:

 

Monday: Today, students will continue to work in Code.org in Unit 3: Interactive Games and Animations.Students are introduced today to the sprite object which allows for one variable name to control both the shape and all its aspects. The lesson starts with a discussion of the various information that programs must keep track of, then presents sprites as a way to keep track of that information. Students then learn how to assign each sprite an image, which will greatly increase the complexity of what they can draw on the screen. Students will begin today with taking down a new vocabulary word and adding it to their notes: Sprites -A character on the screen with properties that describe its location, movement, and look.

Students will also take down the following new code: drawSprites() - This block tells Game Lab to draw all of the sprites that have been created onto the screen. sprite.setAnimation(label) - This block assigns an animation (or image) to the sprite. var sprite = createSprite(x, y, w, h) - Creates a new sprite and assigns it to the variable specified.

After taking down the vocab and code, students will watch the introductory video for Sprites: Introduction to Sprites. After watching the video students will begin on Lesson 8, Bubble 1. Students will then go on to complete Bubbles 2 and 3 creating sprites.

Tuesday: Today students will work in I-Ready on lessons assigned by Coach Rouse for Reading and Math.

Wednesday: Today students will continue to work in Code.org where they will pick up in Lesson 8: Sprites. We will begin today by watching a new video on the  Animation Tab learning how to set new animations to the program. Students will begin with Bubble 4 after watching the video and begin to build on this skill. We will continue on through this lesson by completing Bubbles 5, 6, 7, and 8 for a check for understanding. For homework today students will log into Canvas and complete Discussion Board #4 by answering the following prompt: What is a sprite? What problem do sprites solve? Students will reply with a one paragraph response, then they will reply to 2 classmate’s responses with a reply to further the discussion. Students will be graded on the content of their replies, as well as the correct use of grammar, spelling, capitalization, and proper etiquette as they respond to their classmates.

Thursday: Today students will work in I-Ready on lessons assigned by Coach Rouse for Reading and Math.

Friday: Today students will continue to work in Lesson 8: Sprites where we will pick up with Bubbles 9 with more practice, 10 with an assessment, and 11 where they will be faced with several challenging bubbles that will help them explore sprites and obtain a deeper understanding of how they work. Students will work on these skills for the remainder of the period.

This week in Cyber Foundations II we will be continuing our learning in Code.org in Interactive Animations and Games by completing a short project that will be taken for a test grade. Students will use all the skills we have covered in code to make an animated robot face.  Assignments and homework for the week are as follows: 

 

Monday: Today students will begin Lesson 7: Mini Project - Robot Faces on Code.org in Unit 3: Interactive Animations and Gaming. In Bubble 1 students will review all of the code they have learned in bubbles a, b, c, d, e, f, g, and h. These bubbles will be good practice as they begin their robot faces that will be taken for a test grade. After completing all of these bubbles, we will begin to look at the robot faces slides and handout that will be taken for a test grade. The students will be given a rubric for how the project will be graded and assessed, as well as a project guide that will guide them through the Problem Solving Process as they begin to make their robot faces. The project guide will also be taken as a daily grade. This project will be due next Friday, November 22 and will be taken for a test grade.

 

 

 

 

This week in Cyber Foundations II we will continue to work in our Interactive Animations and Games module on Code.org. Students will continue to learn new code and even begin a small project this week where they will design a robot face. Assignments and homework for the week are as follows:

 

 

 

 

 

This week in Cyber Foundations II we will be continuing our lessons in Code.org on Interactive Animations and Gaming. Students will also be utilizing the I-Ready programs 2 days a week in this class to help prepare them for their upcoming Benchmark Test. Assignments and homework for the week are as follows:

 

Monday: Today the students will continue to work in Code.org by beginning Lesson 5: Variables. In this lesson, students learn how to use variables to label a value. Students begin the lesson with a very basic description of the purpose of a variable within the context of the storage component of the input-output-storage-processing model. Students then complete a level progression that reinforces the model of a variable as a way to label or name a number. Students should leave this lesson knowing that variables are a way to label a value in their programs so that they can be reused or referenced later. In the following lesson, students will be introduced to random numbers, in which they will see a more powerful use for variables, and in later lessons, students will continue to expand their understanding of variables and experience more advanced ways they can be used.

Students will add the following vocabulary word and new code to their notes: This will start a new vocabulary list, Interactive Games and Animations Vocab List 2. Variable - A label for a piece of information used in a program. var x = ____;    and    var x;  

Students also need to take down the following rules when choosing labels:

Labels cannot include spaces. For example, width of rectangle would generate an error.

Labels cannot begin with a number. 4sides and 2morrow will generate errors.

Be very careful with spelling. If labels are not spelled exactly the same way, the computer will not realize that they refer to the same variable.

Labels are case-sensitive. size is not the same as Size or SIZE .

When beginning the lesson today students will remember what is input, output, storage, and processing for a program. After a short recap of these 4 steps students will begin to work in bubble 1 and watch a video, Introduction to Variables. Students will answer the question in Bubble 1 after discussing why they came to that prediction. Students will then go on to Bubble 2. Again students will analyze the question and type an answer into the box. After discussion on the why, students will go on to bubbles 3, 4, and 5 to build skills. If time allows students will go on to Bubble 6 for more practice with variables in Bubbles a, b, c, and d. 

Tuesday:  Today students will work in I-Ready on lessons assigned by Coach Rouse for Reading and Math.

Wednesday: Today students will continue in Code.org Lesson 5, Bubble 7 to change the eyes using variables and Bubble 8 where they will complete bubbles a, b, c, d, and e to challenge themselves using this skill. 

Thursday:  Today students will work in I-Ready on lessons assigned by Coach Rouse for Reading and Math. Students will have a timed typing assessment tomorrow, a 1:00 minute typing test entitled Lessons 18-26, with a goal of 32 WPM. Students will also have a vocabulary test on Friday for Animations and Games terms and code learned so far.

Friday: Today the students will take a timed typing test entitled Lessons 18-26, a 1:00 typing test with a goal of 32 WPM. The students will then take a vocabulary test that covers all terms covered in Code.org in the Interactive Animations and Gaming Unit. After completing both of these tests, students will continue to work in Code.org by beginning Lesson 6: Random Numbers. This lesson introduces randomness, which is important both as a way to make programs more interesting and also to motivate the use of variables. Students are introduced to the randomNumber() block and how it can be used to create new behaviors in their programs. They then learn how to update variables during a program. Combining all of these skills, students draw randomized images. Students will begin today with Lesson 6, Bubble 1 where they will answer the following question: So far, our programs have done the same thing every time that we run them. Are there any times that you'd want a program to do something differently each time it was run? In Bubble 2 students will begin to play around with random numbers to see how they change the code and move images on the screen. They will continue to do this in Bubble 3 as well. Students will continue to add skills and practice with bubbles 4 and 5, and in Bubble 6 they will complete Bubbles a, b, and c for even more practice. 

This week in Cyber Foundations II we will be continuing our work in Code.org working with Animations and Games. Students are also working hard in their I-Ready platform to prepare for their upcoming Benchmark 2 assessments that will be given before we get out for Christmas Break. Assignments and homework for the week are as follows:

 

Monday: Today students will continue to Code.org and work in Unit 3: Interactive Animations and Games in Lesson 4: Shapes and Parameters.In this lesson, students continue to build skills and develop their familiarity with Game Lab by manipulating the width and height of the shapes they use to draw. The lesson kicks off with a discussion that connects expanded block functionality (e.g. different sized shapes) with the need for more block inputs, or "parameters". Students learn to draw with versions of ellipse() and rect() that include width and height parameters. They also learn to use the background() block. Throughout the lesson, students will need to reason about the x-y coordinate plane, consider the order of their code, and slightly increase their programs' complexity.

Students will add the new code and vocabulary to their notes: background(color), ellipse(x, y, w, h), rect(x, y, w, h), Parameter - Additional information provided as input to a block to customize it's functionality.

Students will then travel to Bubble 1 as we explore the new code and how to correctly add to our images. Then they will work through Bubbles 2, 3, 4, and 5 to continue to add skills to this image. In Bubble 6 we will work to debug the image and make it look as it should.  If time allows we will then go to Bubble 7 where we will work the practice bubbles a, b, and c for additional practice. For homework tonight, students will go to Canvas where they will have Discussion Board #2. They will reply to the prompt: Question of the Day: How can we use parameters to give the computer more specific instructions? With a one paragraph response to the question. After replying to the prompt students will then reply to 2 classmates responses as well, adding to their thoughts and answers  while using proper netiquette and social interactions online. 

Tuesday: Today students will work in I-Ready on lessons assigned by Coach Rouse for Reading and Math.

Wednesday: Students will pick up where we left off Monday in Code.org working in Unit 3: Interactive Animations and Games with Lesson 4. If the students did not get to Bubble 7 we will pick up there and complete bubbles a, b, and c.  After completing Bubble 7 students will then go to Bubble 8 and debug the code. In Bubble 9 students will complete bubbles a, b, c, d, and e to practice new designs with blocks.

Thursday: Today students will work in I-Ready on lessons assigned by Coach Rouse for Reading and Math.

Friday: Today the students will continue to work in Code.org by beginning Lesson 5: Variables. In this lesson, students learn how to use variables to label a value. Students begin the lesson with a very basic description of the purpose of a variable within the context of the storage component of the input-output-storage-processing model. Students then complete a level progression that reinforces the model of a variable as a way to label or name a number. Students should leave this lesson knowing that variables are a way to label a value in their programs so that they can be reused or referenced later. In the following lesson, students will be introduced to random numbers, in which they will see a more powerful use for variables, and in later lessons, students will continue to expand their understanding of variables and experience more advanced ways they can be used. Students will add the following vocabulary word and new code to their notes: Variable - A label for a piece of information used in a program. var x = ____;    and    var x;   

Students also need to take down the following rules when choosing labels:

Labels cannot include spaces. For example, width of rectangle would generate an error.

Labels cannot begin with a number. 4sides and 2morrow will generate errors.

Be very careful with spelling. If labels are not spelled exactly the same way, the computer will not realize that they refer to the same variable.

Labels are case-sensitive. size is not the same as Size or SIZE .

When beginning the lesson today students will remember what is input, output, storage, and processing for a program. After a short recap of these 4 steps students will begin to work in bubble 1 and watch a video, Introduction to Variables. Students will answer the question in Bubble 1 after discussing why they came to that prediction. Students will then go on to Bubble 2. Again students will analyze the question and type an answer into the box. After discussion on the why, students will go on to bubbles 3, 4, and 5 to build skills. If time allows students will go on to Bubble 6 for more practice with variables in Bubbles a, b, c, and d. For homework tonight students will be given a matching worksheet of all code and vocabulary that has been learned so far this nine weeks.

This week in Cyber Foundations we will be continuing in our Code.org platform to work on Gaming and Animations. Homework and classwork assignments are as follows: 

 

Monday: Students will pick up where we left off on Wednesday working in Lesson 3: Drawing in Game Lab. We will go back and rewatch the videos for Drawing In Game Lab parts 1 and 2 to refresh what we have learned. Then we will pick up with Bubbles 4, 5, and 6. Students will then go on to Bubble 7 where they will complete Bubbles a, b, c, d, and e to practice these skills. In Bubble 8 students will debug the code to make the image appear as its supposed to. They will then travel to Bubble 9 where they will complete the Challenge bubbles, a through f.

 

Tuesday: Today students will continue to Code.org and work in Unit 3: Interactive Animations and Games in Lesson 4: Shapes and Parameters.In this lesson, students continue to build
skills and develop their familiarity with Game Lab by manipulating the width and height of the shapes they use to draw. The lesson kicks off with a discussion that connects expanded block functionality (e.g. different sized shapes) with the need for more block inputs, or "parameters". Students learn to draw with versions of ellipse() and rect() that include width and height parameters. They also learn to use the background() block. Throughout the lesson, students will need to reason about the x-y coordinate plane, consider the order of their code, and slightly increase their programs complexity. 

Students will add the new code and vocabulary to their notes:
background(color)
ellipse(x, y, w, h)
rect(x, y, w, h)

Parameter - Additional information provided as input to a block to customize its functionality.

 

Students will then travel to Bubble 1 as we explore the new code and how to correctly add to our images. Then they will work through Bubbles 2, 3, 4, and 5 to continue to add skills to this image. In Bubble 6 we will work to debug the image and make it look as it should. If time allows we will then go to Bubble 7 where we will work the practice bubbles a, b, and c for
additional practice. For homework tonight, students will go to Canvas where they will have Discussion Board #2. They will reply to the prompt: Question of the Day: How can we use parameters to give the computer more specific instructions? With a one paragraph response to the question. After replying to the prompt students will then reply to 2 classmates responses as well, adding to their thoughts and answers while using proper netiquette and social interactions online.

 

Wednesday: Students will pick up where we left off yesterday in Code.org working in Unit 3: Interactive Animations and Games with Lesson 4. If the students did not get to Bubble 7 we will pick up there and complete bubbles a, b, and c. After completing Bubble 7 students will then go to Bubble 8 and debug the code. In Bubble 9 students will complete bubbles a, b, c, d, and e to practice new designs with blocks.

 

Thursday: Today the students will continue to work in Code.org by beginning Lesson 5: Variables. In this lesson, students learn how to use variables to label a value. Students begin

Welcome back after a well deserved break!  I hope everyone had a long and restful break. We are ready to dive into the 2nd Nine Weeks in Cyber Foundations II by starting a new unit in Code.org on Gaming and Animations. Assignments and homework for the week are as follows:

 

Monday:  Today students will begin a new unit utilizing Code.org entitled Unit 3 - Interactive Animations and Games. Students create programmatic images, animations, interactive art, and games. Starting off with simple, primitive shapes and building up to more sophisticated sprite-based games, students become familiar with the programming concepts and the design process computer scientists use daily. They then learn how these simpler constructs can be combined to create more complex programs. Students will begin today with a short review of the Problem Solving Process and the steps involved. Students will then begin to discuss what each step could look like when designing an animation or game? Even though students haven't designed animations or games yet, guide students to imagine the steps involved from having the first inspiration for an animation or game to having it created. Some ideas may include:

           Define: Deciding what you want to make an animation or game about or who you want to make it for

         Prepare: Looking at similar animations and games and deciding what kinds of colors, images, or characters you want to use, or sketching out the animation/game interface, or even

planning out how to program the animation/game

           Try: Creating a basic version of the animation/game (even if it doesn’t have all of the features)

            Reflect: Showing it to friends to get feedback and improving the animation/game design (10 minutes)

Students will then go to their Code.org studio where they will go to Lesson 1: Programming for a Purpose and click on Bubble 1 to view the animation and game templates. After looking at each template on the board and discussing how they are different to meet the needs of their users, students will be given the Activity Guide - Animation & Game Designs for Users. They will match the templates for the best uses on the worksheet. On the back of the worksheet students will be asked to design a sketch for a user. They are given scenarios to choose from and must draw a sketch on a separate sheet of paper.  If the students do not complete this worksheet in class they will finish it for homework.

Tuesday: Today students will continue to work in Code.org in Unit 3: Interactive Animations and Games where they will go to Lesson 2: Plotting Shapes. Students will click on Bubble 2 where we will look at how to navigate the Game Lab Tools. Students will remember how to give a computer directions and discuss what exactly that looks like. Students will play around in the Game Lab for a few minutes to remember how it works and how to place and change the images. Students should be able to explain the coordinate system of Game Lab. Make sure the students understand that it was important to note not only where the shape was positioned on the coordinate system, but the exact point of the shape (corner or center) that falls on that point on the grid. Students should also explain that the code needs to set a color and specify the shape to be drawn, and that the order of the code determines which shape is on top. Students will then be put into pairs to complete the Plotting Shapes worksheet. Students will take turns describing the image as their partner tries to recreate the image on their screen. Students will complete their worksheets by answering  the reflection questions and turning in their worksheets.

Wednesday: Today the students will continue to work in Code.org on Unit 3: Interactive Animations and Games where they will continue with Lesson 3: Drawing in Game Lab. This lesson is designed to give students a chance to get used to the programming environment, as well as the basic sequencing and debugging that they will use throughout the unit. Students begin with an introduction to the GameLab interactive development environment (IDE), then learn the three commands (rect, ellipse, and fill) that they will need to code the same types of images that they created on paper in the previous lesson. Challenge levels provide a chance for students who have more programming experience to further explore Game Lab.

Students will take down the following vocab words and new code for this unit and their definitions:

Bug - Part of a program that does not work correctly.

Debugging - Finding and fixing problems in an algorithm or program.

Program - An algorithm that has been coded into something that can be run by a machine. 

ellipse(x, y, w, h)

fill(color)

rect(x, y, w, h)

Now students will watch the first video for drawing: Drawing in Game Lab - Part 1. Next they will play in Bubble 1 to experiment how to use this new code. Students will then travel to bubbles 2 and 3 to do more practice. If time allows students will then watch the second video for drawing: Drawing in Game Lab - Part 2. Students will then go on to Bubbles 4, 5, and 6 to figure out how to use each on the new pieces of code.

Thursday: Students will pick up where we left off on Wednesday working in Lesson 3: Drawing in Game Lab. We will go back and rewatch the videos for Drawing In Game Lab parts 1 and 2 to refresh what we have learned. Then we will pick up with Bubbles 4, 5, and 6. Students will then go on to Bubble 7 where they will complete Bubbles a, b, c, d, and e to practice these skills. In Bubble 8 students will debug the code to make the image appear as it's supposed to. They will then travel to Bubble 9 where they will complete the Challenge bubbles, a through f.

Friday: Today students will continue to Code.org and work in Unit 3: Interactive Animations and Games in Lesson 4: Shapes and Parameters.In this lesson, students continue to build skills and develop their familiarity with Game Lab by manipulating the width and height of the shapes they use to draw. The lesson kicks off with a discussion that connects expanded block functionality (e.g. different sized shapes) with the need for more block inputs, or "parameters". Students learn to draw with versions of ellipse() and rect() that include width and height parameters. They also learn to use the background() block. Throughout the lesson, students will need to reason about the x-y coordinate plane, consider the order of their code, and slightly increase their programs' complexity.

Students will add the new code and vocabulary to their notes:

background(color)

ellipse(x, y, w, h)

rect(x, y, w, h)

Parameter - Additional information provided as input to a block to customize it's functionality.

Students will then travel to Bubble 1 as we explore the new code and how to correctly add to our images. Then they will work through Bubbles 2, 3, 4, and 5 to continue to add skills to this image. In Bubble 6 we will work to debug the image and make it look as it should.  If time allows we will then go to Bubble 7 where we will work the practice bubbles a, b, and c for additional practice.

This week in Cyber Foundations II we will be continuing our lessons on Personal Finance by looking more closely at income and taxes. Students will get an up close and personal look at how paychecks are affected by taxes, healthcare, and many other deductions and begin to look at how to file income taxes and prepare a 1040 for the IRS. Assignments and homework for the week are as follows:

 

 

 

 

 

This week in Cyber Foundations II we will be finishing up our unit on Personal Finance with a unit test on Wednesday and continue with an additional unit on Finances: Income and Taxes for the remainder of the week. Homework and assignments are as follows:

 

 

 

 

Thursday:

Today students will begin a new module located on Canvas that will continue to look at Personal Finance entitled Fundamentals of Personal Finance: Income & Taxes. This unit will focus on income taxes, how and what to file, and just what it means to have to pay taxes. Students will be given a handout of the vocabulary terms they will need to know for this unit to keep in their binders. Students will also be given a paper copy of the Key Concepts Worksheet that they will keep up with and complete as the class goes through the slideshows and covers each unit. As the students complete the worksheets they will also be responsible for entering their answers into the digital worksheet on Canvas to submit for a grade. The paper copy of this worksheet will serve as their study guide for their unit test. Students will cover Lesson 1 today, Managing Personal Finance. These lessons are lengthy so it will take 2 days to cover lesson 1. Students' Projects on Charitable Giving are due tomorrow!!

Friday: Students will take a timed typing assessment today, a 1:00 minute test entitled Lessons 1-7 with a goal of 26 WPM. Today the students will continue to work in their Fundamentals of Personal Finance: Income and Taxes module located on Canvas. We will finish covering Lesson 1: Managing Personal Finance today, therefore completing the paper and digital worksheets for this lesson. Students will then complete the Check for Understanding I located on Canvas for this lesson. After completing the slides, worksheets, and check for understanding the students may use the remainder of the class period to make any final adjustments to their Charitable Giving Projects that are due today. Projects must be shared today.

This week in Cyber Foundations II we will be continuing our lessons on Financial Literacy and learning how to manage money in a responsible way as we budget and pay bills, learn how to choose a bank, reconcile accounts, set goals, and open accounts at a bank. Assignments and homework for the week are as follows: 

 

Monday: First thing today students will be given sign up papers to join FBLA (Future Business Leaders of America). Forms and dues to join are due by Friday, Sept. 13th. Today students will log back into their Canvas and continue their unit on Personal Finance. Students will be given a Sources of Income paper to keep with their vocabulary for studying materials and a resource for upcoming assignments. Students will complete Lesson 2: Identifying Ways to Set Goals. Students will watch the video associated with each lesson on their own devices and complete the worksheet for Lesson 2. Answers to the worksheet are given throughout the video. After completing the worksheet for Lesson 2, as well as the Assessment for this lesson, students will complete the Career Connections worksheet for the video located on Canvas, James Wilder. Students will answer the questions on the worksheet and turn into the basket. If this is not completed in class students may complete it for homework. The Importance of a Spending Plan Project is also due tomorrow!!  The 3 or 4 page paper that was assigned last Thursday must be hand written and turned in tomorrow.  If students complete their video, worksheet, assessment, and career connections worksheet they may work on their paper for the remainder of the class period.

 

 

 

 

I hope everyone had a great long Labor Day Weekend and enjoyed some rest and relaxation with family. This week in Cyber Foundations II we will be finishing up our unit on Preparing for an Entrepreneurial Career with a unit test on Wednesday and begin a new unit, Personal Finance, immediately following. Assignments and homework for the week are as follows:

 

 

 

 

 

This week in Cyber Foundations II we will be finishing up our unit on Digital Citizenship with a unit test on Monday and beginning a unit on proper email etiquette and how to interact professionally in the workplace and with people of authority. Homework and assignments for the week are as follows: 

 

Monday: Today students will take their unit test for the Fundamentals of Digital Citizenship: Laws and Ethics module.  After completing their test students will complete the assignment in Canvas listed under Discussions, Discussion Board #1, Proper Email Etiquette. Students will read the discussion in its entirety and respond to the prompt with a one paragraph reply. After replying to the prompt students will then be able to respond to 2 classmates' responses either agreeing or disagreeing with them. Students must use proper etiquette and rules for proper online communication. For homework students will be given a list of vocabulary words for using proper email etiquette. Students will define these words on a sheet of notebook paper (1-26) and turn in on Wednesday. 

 

 

 

 

 

This week in Cyber II we will be continuing our unit review Digital Citizenship and getting back in the swing or typing correctly. Homework and assignments for the week are as follows:

 

Monday: Today students will take their first unit test of the nine weeks covering the Digital Citizenship unit. Students will log into Canvas and take this test digitally. After completing their test students will complete the Career Connection worksheet for the Phillip DeLaughter video if it was not completed on Friday. They will also complete one for the final video associated with this lesson, Brandon Sharpe, and answer the 7 questions on their Career Connections worksheet. After completing the final 2 Career Connections for this unit, students will work on any assignments that have not been submitted for this unit (any 0's already in the gradebook.) (digital worksheet, check for understandings, and all career connections).

 

Tuesday: Today students will begin a new unit in the ICEV modules located on Canvas: Fundamentals of Digital Citizenship: Ethics & Laws. Students will be given a vocabulary handout with important terms from this unit to keep for the unit test. Students will also be given a copy of the Key Concepts worksheet that will be completed in class, as well as the digital copy that will be turned in for a grade. It is the students responsibility to keep up with the paper copy to utilize as a study guide, as well as the digital copy. Students will begin today with Lesson 1: Introduction where they will discuss laws and ethical behaviors for being a good digital citizen. Students will complete their paper worksheet as well as their digital worksheet today and submit for a grade.

If time allows, students will also complete the Check for Understanding for Lesson 1: Introduction and submit it also.

Wednesday: Today students will log into their Canvas and continue with the Fundamentals of Digital Citizenship: Ethics and Laws Module. They will work in Lesson 2: Laws and Regulations to complete that section on their worksheet and also submit that portion digitally for a grade. If time allows students will also complete the Check for Understanding for Lesson 2: Laws and Regulations located on Canvas.

Thursday: Today students will log into their Canvas and continue with the Fundamentals of Digital Citizenship: Ethics and Laws Module. They will work in Lesson 3: Verifying Online Information to complete that section on their worksheet and also submit that portion digitally for a grade. If time allows, students will also complete the Check for Understanding for Lesson 3: Verifying Online Information located on Canvas. For homework students will also be given a worksheet to complete, Ethical & Unethical Comparison Bell Ringer/Exit Ticket. Students will have a timed typing assessment tomorrow on a complete timed writing, Netiquette, with a goal of 26 WPM on a 1:00 minute test. 

Friday: Students will have their second timed typing test of the year today, a complete timed writing, Netiquette, which will be a 1:00 test. The goal for this first timed writing is 26 words per minute. After completing the timed typing test, students will use this time to make sure all of their worksheets are complete and correct for the Fundamentals of Digital Citizenship: Ethics and Laws. A unit test will be given on Monday and the students will use this worksheet as their study guide. Students will also ensure that all digital worksheets and check for understandings have been completed for the week and submitted for grading.  This day will be a make up day for all assignments missed during this week. If all assignments are complete and submitted, students may Nitrotype for the remainder of the class period. 

This week in Cyber Foundations II we will be continuing our lessons on Digital Citizenship and be preparing for a unit test on Friday. Homework and assignments for the week are as follows: 

 

Monday: Today students will continue to work in their ICEV lessons located on Canvas. We will cover the first half of lesson 2: Cyberbullying and Prevention as we work through the remainder of the PowerPoint to complete their worksheets for this unit. Finally students will complete the activity Career Connections where they will watch a short video about Mr. Gil Chavez where he explains the details of his job and answer the 7 questions that follow. If this is not completed in class the students will complete it for homework tonight.

 

 

 

Thursday: Today students will get back into their groups and complete their 4 posters for the Digital Citizenship Poster Campaign. Depending on time, each group may do a short 5 minute presentation for the class explaining their posters and how they came up with their ideas. Group members must all work together to receive the grade given for this assignment. After all projects have been completed and presentations have been given (if time allows), students will complete another Career Connection worksheet where they will watch the video for Phillip DeLaughter and answer the 7 questions correctly. If this is not completed in class today, the students may complete it tomorrow after they complete their timed typing test and unit test. 

Students will have their first timed typing test of the year tomorrow, a complete timed writing, Healthy Habits, which will be a 1:00 test. The goal for this first timed writing is 25 words per minute. Students will also have their first unit test tomorrow on the Digital Citizenship module located on Canvas. The test will be taken digitally through Canvas. Students will need to study their packets that have been completed throughout the week from the lessons that have been covered. 

Friday: Students will have their first timed typing test of the year today, a complete timed writing, Healthy Habits, which will be a 1:00 test. The goal for this first timed writing is 25 words per minute. After completing the timed typing assessment, students will go to Canvas to take their first unit test of the year, Digital Citizenship. After completing both of these tests students will complete the Career Connection worksheet for the Phillip DeLaughter video if it was not completed yesterday. They will also complete one for the final video associated with this lesson, Brandon Sharpe, and answer the 7 questions correctly. After completing the final 2 Career Connections for this unit, students may Nitrotype for the remainder of the class period. 

Welcome back!!  We hope that you have all had an amazing and restful summer!  We are excited to begin the 2024-2025 school year and all the changes that it brings our way.  This week in Cyber Foundations II we will begin our lessons for typing and digital citizenship.  Homework and assignments are as follows:

 

Tuesday: Welcome back students!! Today students will review classroom expectations and rules as we discuss the handbook and other basic rules and regulations. Students will review basic lab safety rules. They will also be given a copy of the AUP forms required by the district and one that is required by Ms. Thompson for computer usage regarding her class or any other classes in the library. Students will also fill out a student competency form for Ms.Thompson to keep on file that records their progress throughout the year.  Students will go through a welcome back slideshow and at the end will be asked to write an about me essay.

Wednesday: Students will be given a safety test today to begin the year. After completing the safety test, students will turn in all AUP forms that have been signed by them and their parents. Students will also sign a digital code of conduct agreeing to proper usage of the internet and materials in the library. Then students will begin their first lesson for the year: a review of digital citizenship. Students will go to their Canvas where they will find their first module for the year entitled Digital Citizenship. Students will be given a copy of the vocabulary list for this lesson to keep in their binders. Students will also be given a copy of the Digital Citizenship Key Concepts worksheet that will be completed over the next few days. We will begin the presentation today and work through a few slides, completing the worksheets as we go. 

Thursday: Students will continue to work today on the Technology & Digital Footprint section of the worksheet as we continue to work through the powerpoint slides and discuss each slide. After completing the worksheet and the slideshow for this lesson, students will then complete the  Technology & Digital Footprint Check for Understanding where they will answer 5 questions for a daily grade. They may use their worksheets for this quick check.  Finally students will complete the activity Career Connections where they will watch a short video and answer the 7 questions that follow. If this is not completed in class the students will complete it for homework tonight. 

Friday: Today students will continue to work in their ICEV lessons located on Canvas. Today we will cover lesson 2: Cyberbullying and Prevention as we work through the remainder of the powerpoint to complete their worksheets for this unit. After completing the lesson and the worksheet, students will complete the check for understanding - Cyberbullying and Prevention. Students will answer the 5 questions listed for a daily grade. They may use their worksheets to help them on this quick check. If the students complete all assignments for the week they may Nitrotype for the remainder of the class period.