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! 

 

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.

 

 

 

 

 

Monday: No school...  Happy Easter!

 

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.

 

 

 

 

 

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!!!!

 

 

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!!!!

 

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.

 

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!!!!

 

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)

 

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!