Monday: Students will continue working today in Major Clarity, a new platform for students 7th through 12th grade. This program will assist the students with planning and choosing possible career choices and activities/programs that interest them. Students will log into Major Clarity through the Clever Portal every Monday, as the students will work in the tool for the entire class period today. Today’s lesson will be focused on careers that are considered to be green careers. Students will be given a worksheet to accompany this lesson where they will go through a slideshow discussing what green careers are and examples. After completing the worksheet they may use the rest of the class period to explore careers that may interest them.

Monday: Students will continue working today in Major Clarity, a platform for students 7th through 12th grade. This program will assist the students with planning and choosing possible career choices and activities/programs that interest them. Students will log into Major Clarity through the Clever Portal and work for the entire class period today. Today’s lesson will be focused on careers in the music industry since March was officially designated by the National Association for Music Education as Music in Our Schools Month. Students will be given a worksheet to accompany this lesson where they will brainstorm as many music related careers as they can think of and research the performing arts career cluster to answer questions. After completing the worksheet they may use the rest of the class period to explore careers that may interest them.

 

Monday: Students will continue working today on the Code.org website and work on a beginner coding unit. Students will be given 15 minutes to wrap up typing their websites with the beginning 3 requirements in Code.org. Students will then log into Code.org and go to Lesson 5, Bubble 1 where they will take a step back from students’ work developing web pages to help them articulate what personal information they choose to share digitally and with whom. It also reinforces the notion that much of the information that they choose to share digitally falls largely out of their control the moment it is released. Students will look at several social media pages to determine what sorts of information people are sharing about themselves or one another. Last, students reflect on what guidelines they think are appropriate for posting information online. The ultimate point of this lesson is not to scare students, but rather to experientially bring students to realize that they don’t have control over information released online. Students will complete Journal Entry #6 today and write a one paragraph reply to the following prompt: How can you make sure that your private information stays private? Students will also take down the vocabulary word digital footprint and the definition. Students will then be given a worksheet to complete using the example social media sites on the Code.org bubble 1.  If the students do not complete this worksheet in class they will complete it for homework. 

 

 

 

 

This week in Cyber Foundations we will be continuing to work on our personal webpages, where the students will write their own code and content to make a webpage. Assignments and homework are as follows:

Monday: Today students will work in their Major Clarity app that is accessed through the Clever Portal. Today students will explore colleges and post-secondary opportunities that they are interested in. They will also find out about average salaries, graduation rates and other helpful statistics. Students will then look into financial resources and research financial aid including local scholarship opportunities. When the students have completed both of these activities they will continue to research careers and look and jobs that might interest them. 

 

Tuesday: Students will continue to work in Code.org on Lesson 4 Bubble 3 adding all content and code for their own personal website. Students must have all requirements of the website completed by today. These requirements include at least 2 different headings of 2 different sizes, 3 paragraphs of information, and a list (ordered or unordered) and at least 3 list items containing information that they choose to put on a website. This is simply a starting off point for the website and will continuously be added to as the nine weeks progresses. 

Students will then be given homework papers to help remediate for the ELA State test, an excerpt from White Fang and a vocabulary paper, The Grand Canyon.

Wednesday: Students will then log into Code.org and go to Lesson 5, Bubble 1 where they will take a step back from students’ work developing web pages to help them articulate what personal information they choose to share digitally and with whom. It also reinforces the notion that much of the information that they choose to share digitally falls largely out of their control the moment it is released. Students will look at several social media pages to determine what sorts of information people are sharing about themselves or one another. Last, students reflect on what guidelines they think are appropriate for posting information online. The ultimate point of this lesson is not to scare students, but rather to experientially bring students to realize that they don’t have control over information released online. Students will complete Journal Entry #6 today and write a one paragraph reply to the following prompt: How can you make sure that your private information stays private? Students will also take down the vocabulary word digital footprint and the definition. Students will then be given a worksheet to complete using the example social media sites on the Code.org bubble 1.  If the students do not complete this worksheet in class they will complete it for homework. 

Thursday: Students will pick up today with Lesson 6, Bubble 1 and and look at some of the new styling techniques that we will use to make our websites more attractive and appealing to others. Students will then go to Lesson 6, Bubble 2 and look at how to change the style of a website with the style.css tab. On Bubble 3 students will watch a short video on the introduction of CSS. Students will then complete Journal Entry #7. Students will answer the prompt: How is the style of a web page different from the structure? Why might you want your web page to have a certain style? Students will answer the prompt with a one paragraph reply, as well as take down the definition for CSS and CSS selector. Students will be given worksheets to complete for homework, The Prince and the Pauper and Jabberwocky. 

Friday: Students will begin today on Lesson 6 Bubble 4. They will add the vocab words style sheets and rule set to their journal #6 from yesterday as we begin talking about how to style the page in Bubble 3.In Bubble 4 they will also take down the definition for property, value, and selector. In Bubble 5 students will take down the definition for a rule set (a set of rules to specify a style for the selected element), rules, selector, property, and value. They will then complete the bubble by following the directions on Bubble 6, students will add pixel’s definition and abbreviation to their journal also. They will then work through bubble 6 completing all instructions on the page. Students will then be given a homework worksheet to complete for homework, The Count of Monte Cristo and Local Children’s Reactions to 911 Tragedy. 

 

Monday: No School!

 

Tuesday: Students will log into their  Code.org and begin on Lesson 4: Mini Project: HTML Web Page, bubble 1 today. In this bubble they will review all code learned so far and deal with some debugging and how to fix broken code. After completing Bubble 1 they will go on to Bubble 2 where they will begin to work on their websites. The class will look at the slides on the board for the mini project and begin this process by continuing their Journal Entry #4 and answering the prompt: What is one personal value that you would like to share with the world?? Students will be given a few minutes to think about what they would like to share and narrow down their subject until they have chosen a topic for their websites. Students will then be given a worksheet, HTML Project. Students will answer the questions and sketch what they want their website to look like. This guide is only a starting point of what they want their website to be, but may change as they add and take away things in the next couple of weeks. Students will use the remainder of the period today to work on their project guides and begin thinking about what they want to say and how they want to code their websites. 

As a starting off point, students will be required to have at least 2 different headings of 2 different sizes, 3 paragraphs of information, and a list (ordered or unordered) containing information that they choose to put on a website. This will cover all tags and code that have been learned so far.  Students will begin with a sketch on a piece of white paper of their headings, paragraphs, etc that will be put on the page. A rough craft copy must be done before they can begin adding code and content to the page.  Students will then be given worksheets to complete for homework, Excerpt from Black Beauty and Finding the Mean, Median, and Mode.

Wednesday: Students will continue today working on their project guides and the rough draft (or written copy) of their websites. Students must have the paragraphs properly researched, well written sentences with good quality content, and the correct code for each element that will appear on the website. Students will use the remainder of the period today to complete this draft and begin adding the content and code on the Code.org website on Lesson 4, Bubble 3. Students must remember all requirements for the website up until this point. Students will then be given a vocabulary matching worksheet on all the vocabulary and code learned so far for homework.

Thursday: Students will continue to work in Code.org on Lesson 4 Bubble 3 adding all content and code for their own personal website. Students must have all requirements of the website completed by today. These requirements include at least 2 different headings of 2 different sizes, 3 paragraphs of information, and a list (ordered or unordered) containing information that they choose to put on a website. This is simply a starting off point for the website and will continuously be added to as the nine weeks progresses. Students will have a vocabulary test tomorrow that will cover all vocab and definitions, code, and notes given so far on this unit. Study!!! Students will also have a timed typing test tomorrow, a 5:00 minute test entitled Text Messaging Safety with a goal of 36 wpm. 

Friday: Students will take a timed typing test today, a 5:00 minute test, Text Messaging Safety, with a goal of 36 words per minute. After completing the timed typing test students will then take a vocabulary test on all the vocab, code, and tags that have been written down in journals for beginner code. After completing the timed test and the vocab test today students will be given the rest of the class period to make sure they have all of their information in their websites coded correctly, all the content is there and paragraphs have at least 5 sentences, and they have a good plan for their websites. If the student's websites are complete up to this point, they may use the remainder of the class period to work on their Edutyping or play Nitrotype.

 

 

Monday: Students will continue working today in Major Clarity today. Students will log into Major Clarity through the Clever Portal. Today’s lesson will be focused on Career & Technical Education Month. Students will have a student worksheet to complete as they follow the directions and focus on 4 jobs in this field, Electrical Trades, Advanced Manufacturing, Video Production, and Software Programming. If the students complete this worksheet and have time left, they may continue to explore other careers that may interest them.

 

 

Wednesday: Students will begin today Lesson 4, Bubble 2 where they will complete the ordered and unordered lists there.  Students will take out their journals and take down the new code for an ordered and unordered list in Journal Entry #4. They will also add a list item, and the definitions for a child and a parent element. As they continue to work in Lesson 4, students will start their own personal webpage!! The class will look at the slides on the board for the mini project and begin this process by continuing their Journal Entry #4 and answering the prompt: What is one personal value that you would like to share with the world?? Students will be given a few minutes to think about what they would like to share and narrow down their subject until they have chosen a topic for their websites. Students will then be given a worksheet, HTML Project. Students will answer the questions and sketch what they want their website to look like. This guide is only a starting point of what they want their website to be, but may change as they add and take away things in the next couple of weeks. Students will use the remainder of the period today to work on their project guides and begin thinking about what they want to say and how they want to code their websites. 

As a starting off point, students will be required to have at least 2 different headings of 2 different sizes, 3 paragraphs of information, and a list (ordered or unordered) containing information that they choose to put on a website. This will cover all tags and code that have been learned so far.  Students will begin with a sketch on a piece of white paper of their headings, paragraphs, etc that will be put on the page. A rough craft copy must be done before they can begin adding code and content to the page. Students will then be given worksheets to complete for homework, Excerpt from Black Beauty and Finding the Mean, Median, and Mode.

Thursday: Students will continue today working on their project guides and the rough draft (or written copy) of their websites. Students must have the paragraphs properly researched, well written sentences with good quality content, and the correct code for each element that will appear on the website. Students will use the remainder of the period today to complete this draft and begin adding the content and code on the Code.org website on Lesson 4, Bubble 3. Students must remember all requirements for the website up until this point. Students will then be given worksheets to complete for homework, Solving Two Step Equations and Commonly Confused Words.

Friday: No school!  Happy Easter!!

Journal 3-2-1: 3 - What are three topics you might be interested in creating a website about? 2 - What are two reasons you think someone might visit a website that you create? 1 - What's one thing you're most interested in learning about creating websites?

Wednesday: Today students will go back to the Code.org website and resume Bubble 2 and watch the Introduction video located there. They will then go to Bubble 3 and play around with the HTML and learn about the inspector tool. In Bubble 4 we will watch another video on the Intro to Web Lab part 2. Students will then take out their journals and take down the following vocabulary words for Journal Entry #2: HTML - Hypertext Markup Language, a language used to create web pages

HTML Element - A piece of a website, marked by a start tag and often closed with an end tag

HTML Tag - The special set of characters that indicates the start and end of an HTML element and   

                    that element's type

Website Content - the text and images on a website

Website Structure - how the content of a website is organized

 Students will also be introduced to their first tags that will be put in their journals, <!DOCTYPE>, <html>, <head>, <p> and <body> Students will also learn the difference between opening and closing tags. Students will then continue to bubbles 5, 6, and 7 and complete the challenge to conclude Lesson 2. Students will then be given a homework paper for ELA support on understanding the author’s language (Across the Plains), citing sources (The Survivor of North America) and Alaska Accelerates Indoor Agriculture.  

Thursday: Students will pick up today with Lesson 2, Bubble 6 and complete the directions before going to bubble 7 and completing the directions there. Students will then go to Lesson 3, Bubble 1 and watch the video on pair programming. Students will then take out their journals and complete the journal entry #3. Students will first answer the prompt: What are the advantages and disadvantages of pair programming?  Then the class will click on bubble 2 and take down the following vocabulary in their journals: bug and debugging. Students will then travel to Bubble 3 and write the vocab work headings and the definition found there. They will then take down the new code for headings 1 through 6. Students will read about headings more and complete the activity underneath.  If time allows students will also complete bubbles 4 and 5 on Lesson 3. Students will be given worksheets to complete for homework, Anne of Avonlea and the poem The Rose That Grew From Concrete. 

Friday: First off today, students will take their first timed typing assessment of the 4th Nine Weeks, a 5:00 test entitled Internet Research with a goal of 35 words per minute. Students will log in today to Lesson 3, bubble 6 and watch the video there on debugging. They will continue to bubble 7 where they will complete activities a through d, bubble 8, and bubble 9 where they will complete activities a through f. Here they will take out their journals and add the following code to Journal Entry #3: line break, horizontal rule, special characters <, &, and >, Students will continue to Lesson 4, Bubble 1 and complete the review of HTML there as they work lessons a through f. Students will then be given a homework worksheet to complete for homework, Oliver Twist summary and Bird of Prey. 

Monday: Students will begin working today on Major Clarity, a new platform for students 7th through 12th grade. This program will assist the students with planning and choosing possible career choices and activities/programs that interest them. Students will log onto Major Clarity through the Clever Portal every Monday, Students will work in the tool for the entire class period today. Today’s Lesson will be on the students’ understanding how to interpret career path fit scores and review top career path matches. Students will also complete a test drive activity and rate compatibility.