Hour of Code Plann/ editable (Teachers)

Lesson Overview
This lesson plan provides a general outline and tips to teach the Hour of Code.

Lesson Summary
DURATION: 45-60 mins
Getting Started: (2-5 mins)
● Introduce the activity
● Direct student to the activity
Activity: (20-40 mins)
● Facilitate and support students to complete the tutorial
Wrap-up: (5-10 mins)
● Debrief and close
Assessment/Extended Learning: (2-5 mins)
● Optional


Audience
This lesson plan is intended for use with learners of any age who are interested in computer science.
Learning Objectives
By participating in this lesson, participants will:
● [Insert learning objectives based on chosen tutorial.]

Facilitation Guide
________________________________________________________________________

Materials, Resources and Preparation

● Review the Hour of Code Educator Guide and Best Practices from Successful Educators to plan your Hour of Code event.
● Register your Hour of Code event to receive a thank you gift and fun posters.
● Review the unplugged lessons and online tutorials available on code.org/learn, and choose one to run with your students.
● If you’re running an online tutorial, be sure to test it first before asking your students to complete it. Check your technology and decide if you need to troubleshoot anything in advance.
● Print certificates to hand out at the end.
● Student engagement: 15-25 per facilitator, elementary or middle school, no prior skill necessary.

Getting Started (2-5 mins)
Introduce the activity (2-5 minutes)
Kick off your Hour of Code by inspiring students and discussing how computer science impacts every part of our lives.

Show one of our inspirational videos to frame the discussion:
○ For K-8 students, we recommend “The Hour of Code is Here.”
○ For older students, we recommend “Anybody Can Learn.”

It’s okay if both you and your students are brand new to computer science. Here are some ideas to introduce your Hour of Code activity:

● Explain ways technology impacts our lives, with examples both boys and girls will care about (Talk about saving lives, helping people, connecting people, etc.).
○ 3D printing is being used to create limbs for amputees; microchips to find lost pets; Skyping relatives who are far away to keep in touch.
● Explain that learning computer science is more than learning to code in a computer language, it's about learning how computers and software are changing everything in our world.
○ Digital animation in movies like Inside Out, Shaun the Sheep, Star Wars or Hunger Games; recording music with GarageBand on your computer, mobile banking.
● Let students know that it's important to learn more about how technology works regardless of what career they want to go into.
○ Farming (using data for watering and fertilizing), fashion (programmable LED dresses at NYFW 2015), medicine (using robots for surgery)
● As a class, list things that use code in everyday life, or a list of careers the require knowledge of coding or computers.
● See tips for getting girls interested in computer science here.

Direct students to the activity (1 minute)
● Write the tutorial link(s) you’ve chosen on a whiteboard. Find the link listed on the information for your selected tutorial under the number of participants.
● Tell students to visit the URL and start the tutorial.
● Tip: For younger students, load the tutorial page ahead of time or save it as a bookmark.
Activity (20-40 mins)
Facilitate and support students to complete the tutorial, alone or in groups

When your students come across difficulties
It’s okay to respond:
● “I don’t know. Let’s figure this out together.”
● “Technology doesn’t always work out the way we want.”
● “Learning to program is like learning a new language; you won’t be fluent right away.”

What to do if a student finishes early?
● Students can see all tutorials and try another Hour of Code activity at code.org/learn
● Or, ask students who finish early to help classmates who are having trouble with the activity.
Wrap-Up (5-10 mins)
Debrief & Close
● Debrief the activity.
● Celebrate and pass out certificates and stickers.
● Share photos and videos of your Hour of Code event on social media. Use #HourOfCode and @codeorg so we can highlight your success, too!
Other ideas
● Do a gallery walk so students can see each other’s work.
● Do a “Think-Pair-Share” to allow students to reflect individually, discuss with a partner and share out as a group.
● Let participants know they can continue to learn at http://code.org/learn/beyond.
Assessment/Extended Learning (2-5 mins)
Optional
Time permitting, challenge your students to reflect on the day’s activities and continue their learning. Consider:
● Exit Ticket. Have students complete an Exit Ticket before leaving to assess learning. 
● Flip your classroom. Challenge students to pick one of the tutorials they didn’t complete today, but that one of their friends did, and try to do it on their own at home.
● Writing prompt. Have students journal at home about what they learned and how it made them feel.

Beyond one hour
There are many ways to go Beyond an Hour of Code:

● Explore other curricula from our partners.
● Teach the Code Studio Computer Science Fundamentals courses. Code.org offers free professional development for these courses, online or in-person.
● Invite a computer science expert to your class. Sign up for a virtual classroom.

TEacher lesson plan Hour of Code

Lesson Overview

This lesson plan provides a general outline and tips to teach the Hour of Code.

Lesson Summary DURATION: 45-60 mins Getting Started: (2-5 mins) ●     Introduce the activity ●     Direct student to the activity Activity: (20-40 mins) ●     Facilitate and support students to complete the tutorial Wrap-up: (5-10 mins) ●     Debrief and close Assessment/Extended Learning: (2-5 mins) ●     Optional

Audience

This lesson plan is intended for use with learners of any age who are interested in computer science.

Learning Objectives

By participating in this lesson, participants will:

●     [Insert learning objectives based on chosen tutorial.]

Facilitation Guide

________________________________________________________________________

Materials, Resources and Preparation

●     Review the Hour of Code Educator Guide and Best Practices from Successful Educators to plan your Hour of Code event.

●     Register your Hour of Code event to receive a thank you gift and fun posters.

●     Review the unplugged lessons and online tutorials available on code.org/learn, and choose one to run with your students.

●     If you’re running an online tutorial, be sure to test it first before asking your students to complete it. Check your technology and decide if you need to troubleshoot anything in advance.

●     Print certificates to hand out at the end.

●     Student engagement: 15-25 per facilitator, elementary or middle school, no prior skill necessary.

Getting Started (2-5 mins)

Introduce the activity (2-5 minutes)

Kick off your Hour of Code by inspiring students and discussing how computer science impacts every part of our lives.

Show one of our inspirational videos to frame the discussion:

○     For K-8 students, we recommend “The Hour of Code is Here.”

○     For older students, we recommend “Anybody Can Learn.”

It’s okay if both you and your students are brand new to computer science. Here are some ideas to introduce your Hour of Code activity:

●     Explain ways technology impacts our lives, with examples both boys and girls will care about (Talk about saving lives, helping people, connecting people, etc.).

○     3D printing is being used to create limbs for amputees; microchips to find lost pets; Skyping relatives who are far away to keep in touch.

●     Explain that learning computer science is more than learning to code in a computer language, it's about learning how computers and software are changing everything in our world.

○     Digital animation in movies like Inside Out, Shaun the Sheep, Star Wars or Hunger Games; recording music with GarageBand on your computer, mobile banking.

●     Let students know that it's important to learn more about how technology works regardless of what career they want to go into.

○     Farming (using data for watering and fertilizing), fashion (programmable LED dresses at NYFW 2015), medicine (using robots for surgery)

●     As a class, list things that use code in everyday life, or a list of careers the require knowledge of coding or computers.

●     See tips for getting girls interested in computer science here.

Direct students to the activity (1 minute)

●     Write the tutorial link(s) you’ve chosen on a whiteboard. Find the link listed on the information for your selected tutorial under the number of participants.

●     Tell students to visit the URL and start the tutorial.

●     Tip: For younger students, load the tutorial page ahead of time or save it as a bookmark.

Activity (20-40 mins)

Facilitate and support students to complete the tutorial, alone or in groups

When your students come across difficulties

It’s okay to respond:

●     “I don’t know. Let’s figure this out together.”

●     “Technology doesn’t always work out the way we want.”

●     “Learning to program is like learning a new language; you won’t be fluent right away.”

What to do if a student finishes early?

●     Students can see all tutorials and try another Hour of Code activity at code.org/learn

●     Or, ask students who finish early to help classmates who are having trouble with the activity.

Wrap-Up (5-10 mins)

Debrief & Close

●     Debrief the activity.

●     Celebrate and pass out certificates and stickers.

●     Share photos and videos of your Hour of Code event on social media. Use #HourOfCode and @codeorg so we can highlight your success, too!

Other ideas

●     Do a gallery walk so students can see each other’s work.

●     Do a “Think-Pair-Share” to allow students to reflect individually, discuss with a partner and share out as a group.

●     Let participants know they can continue to learn at http://code.org/learn/beyond.

Assessment/Extended Learning (2-5 mins)

Optional

Time permitting, challenge your students to reflect on the day’s activities and continue their learning. Consider:

●     Exit Ticket. Have students complete an Exit Ticket before leaving to assess learning. 

●     Flip your classroom. Challenge students to pick one of the tutorials they didn’t complete today, but that one of their friends did, and try to do it on their own at home.

●     Writing prompt. Have students journal at home about what they learned and how it made them feel.

Beyond one hour

There are many ways to go Beyond an Hour of Code:

●     Explore other curricula from our partners.

●     Teach the Code Studio Computer Science Fundamentals courses. Code.org offers free professional development for these courses, online or in-person.

●     Invite a computer science expert to your class. Sign up for a virtual classroom.

Assessment on November 29th., 2018. (Quiz)

Announcement

Quiz On November 29th 2018.

1-Computer Parts- Identify
2- Computer Parts- Match concept with meaning.
3- Input-Output devices- Mention
4- Information processing Cycle- Fill the Graphic Organizer.

***Clarification: Third Grade will only have the first three parts for assessment.

4th and 5th Grade have all four parts.

Nota a Padres

Por la presente les notifico que no estare recibiendo a padres, durante, antes o después de una prueba a administrarse en el curso de Introducción a las Computadoras. Por motivos de encontrarse material sensitivo en el salón. Esto aplica para todos por igual. Les agradezco su atención.

Test

Test on Tuesday October 16, 2018.

Reviewed material during the last week in classroom. student should be ready for test taking.
Study lesson materials. Some are posted in this blog to be used as learning resources.

Reviewed material on Wednesday October 10, 2018. Thursday October 11, and Friday October 12. Review should be copied to class notebook.

Best wishes. Att. Mrs. Maldonado

Student Computer Lab Use Contract_ Sign as soon as possible and Return

Student Computer Lab Use Contract

Below are policies that will regulate our use of the Internet and computer.  These rules have been designed to keep our computer and classroom functioning at the highest of standards.  In order to have access to e-mail, the Internet, and computer in the Computer Lab, please read the following and sign below.

1. Follow Instructions at All Times!
2. Students should not bring food or drinks into any computer lab. 
3. These computers should only be used for educational use, only the programs/ searches the teacher assigns.
1. Games, My Space, Facebook, Twitter, Internet Games, Youtube, chat rooms, Instant Messengers, Blog Websites, Fantasy Football/Basketball, etc are NOT permitted!!!
4. Bypassing the school’s firewall.
5. Students may not under any circumstances install software onto the computers.
6. Students hacking, altering unauthorized files, or using the network in any way other than that intended will loose their computer privileges.
7. Students must not move any equipment or cables.  Keyboards and mice must not be swapped between machines.
8. Any behavior which threatens the physical safety of the equipment or other students will lead to the loss of privileges.
9. NEVER give a password to anyone!!!
10. No inappropriate language tolerated.
11. Students should not change their desktop, screensaver, etc.
12. Students should save on their Pen Drive only.
13. Check your workstation everyday when you enter and leave the classroom.  Inform your teacher if anything is wrong.  The student is responsible for their workstation.
14. These are just to name a few.  The students know what is acceptable and what is not.

Consequences:

          1^st offense:  Call Home/Parent appointment with teacher.

          2^nd offense:  Sent to the principal/social worker with a referral.

          3^rd offense:  Loss of computer privileges.

          4^th offense:  Removed from class with an F in the class.

These policies and procedures must be adhered to, and any violations of them will be met with zero tolerance.

• Students must abide by their signed contracts.
• The use of the computer is a privilege, not a right.
• If this contract is broken, the student’s privilege will be revoked.

Sign and return immediately.

Student Signature:  _________________________________________  

Date:  ____________________________________________

Parent/Guardian Signature:  ­­­­­­­­­­­­­­­­­­­­­­­­­­___________________________________ 

Date:  ____________________________________________

Inventors Study Guide

https://seisdalarcon.ss4.sharpschool.com/UserFiles/Servers/Server_1778062/File/inventors-study-guide.pdf



INVENTORS STUDY GUIDE An invention is a new thing that someone has made. The computer was an invention when it was first made. We say when it was "invented". New things that are made or created are called inventions. Cars and plastics are inventions that everyone knows. Inventions are made by inventors. See the fact file below for more information about inventors and inventions
. ● An invention is defined as a device, method or process developed from study and experimentation.
● When a invention is created it can be protected by a patent. A patent is a set of exclusive rights granted by a state or national government given to an inventor for a limited period of time in exchange for a public disclosure of an invention.
● Sometimes a device is invented before there is a need. For example, the can opener was invented 48 years after cans were in temperature was appropriate for adding yeast. If it was too hot, the yeast would die. This is where we get the phrase ” The Rule of the Thumb”.
● Many historians consider the wheel, the spear, the knife, and the arrow as the earliest inventions. They were created because of the need to hunt , provide protection and transportation.
● The earliest inventions were made out of what was available to the people. Wood was used for spears shafts. Rocks were used for the blade of a spear or a knife. Bones were used for needles.
● Some of the most important inventions are considered to be the cotton gin, the automobile, the telephone, the electric light, the printing press, the steam engine, the camera, the computer, the sewing machine and the television.
 ● Some of the most famous inventors are: Archimedes, Albert Einstein, Leonardo Da Vinci, Benjamin Franklin, Thomas Edison, Johannes Gutenberg, Alexander Graham Bell, George Washington Carver, Eli Whitney, the Wright Brothers, John Baird,
● Henry Ford, George Eastman, and Heinrich Introduced, and traffic lights were used before the advent of the motorcar.
● Most of the time an invention is created because of a need. For example, before the invention of the thermometer, the brewers of beer used to check the temperature by dipping their thumb into the mixture to find whether the
● There are also many women inventors, however they are not as famous as their male counterparts. Where would the world be if Mary Anderson had not invented the windshield wiper for the automobile, or Margaret Knight who invented a machine that created flat-bottom paper bags?
 ● Probably one of the most famous inventor we all take for granted is Levi Strauss. Mr. Strauss invented blue jeans.

Using the study guide provided. Can you fill in the missing words for the questions below?
1: An invention is a new thing that someone has ____.
2: When an invention is created it can be _________ by a patent.
 3: Many historians consider the _____, the spear, the knife, and the arrow as the earliest inventions. 4: The __________ is considered to be one of the most important inventions.
5: The ________is seen as one of the most important inventions in modern history as most jobs now involve using one.
 6: One of the most important Automobile inventors was Henry ____.
7: Mary Anderson was one of the most famous female inventors with her invention the windshield _____.
 8: Probably one of the most famous inventor we all take for granted is Levi Strauss. Mr. Strauss invented blue _____.