Course A-F Supply List. Course Amazon Lists. Course Curriculum Book. Now you can teach the fundamentals of computer science, whether you have computers in your classroom or not! Try using these lessons as a stand alone course or as complementary lessons for any computer science course. Students find out that they can go exciting places online, but they need to follow rules to remain safe.
This helps children recognize that it is essential to tell a trusted adult if something online makes them feel angry, sad, or scared. Some information is not safe to share online. This lesson will help you learn the difference between safe and private information. Students learn password tips, test their existing passwords with an interactive game, and create new passwords using guidelines for powerful passwords. Students explore ways to handle cyberbullying and how to respond in the face of upsetting language online.
This lesson is about the difference between information that is safe to share online and information that is not. Students will learn the proper way to handle the use of content that is not their own. Students exercise empathy and creativity to sketch their own smartphone app that addresses the needs of an imaginary user. In this lesson, students will learn about accessibility and the value of empathy through brainstorming and designing accessible solutions for hypothetical apps.
This activity will begin with a short review of "Graph Paper Programming," then will quickly move to a race against the clock, as students break into teams and work together to write a program one instruction at a time. This activity will help students gain experience reading and writing in shorthand code. This extended unplugged lesson brings together teams with a simple task: get the "flurb" to the fruit.
Students will practice writing precise instructions as they work to translate instructions into the symbols provided.
If problems arise in the code, students should also work together to recognize bugs and build solutions. This lesson will work to prepare students mentally for the coding exercises that they will encounter over the length of this course. This teaches students the connection between algorithms and programming, as well as the valuable skill of debugging. In this lesson, students will program their friend to draw pictures. Students will dance their way to a better understanding of how to use repeat loops. Students will be driven to want an easier way to solve problems using loops.
Students find that they can build big structures faster using loops.
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Students will learn that events are a great way to make their program interactive. This shows that events are a great way to add interactivity to a sequential algorithm. This lesson helps demonstrate how it is possible to take something from real life and translate it into a series of ons and offs. Learn how computers store pictures using simple ideas like on and off. It's time to play a game in which you earn points only under certain conditions. This lesson will help students intuitively understand why combining chunks of code into functions can be such a helpful practice.
In this lesson, students will make a suncatcher out of string, beads, and a special charm. Once those skills are defined, they will be called from a main program and the whole beautiful process of creation will be recorded on a single sheet of paper. The final program will be geared toward the entire class, whatever their type of string, beads, and charms. This use of generic placeholders is a wonderful introduction to variables. One of the most magnificent structures in the computer science world is the function.
Functions sometimes called procedures are mini programs that you can use over and over inside of your bigger program. This lesson will help students intuitively understand why combining chunks of code into functions is such a helpful practice, and how they can use those structures even when chunks of code are slightly different.
This lesson explains what variables are and how to use them. In this lesson, students will relate the concept of algorithms back to real-life activities by playing the Dice Race game.
The goal here is to start building the skills to translate real-world situations to online scenarios and vice versa. Using a predefined symbol key, your students will figure out how to guide one another to accomplish specific tasks without using any verbal commands. This segment teaches students the connection between symbols and actions, the difference between an algorithm and a program, and the valuable skill of debugging. In this lesson, students will relate the concept of algorithms back to everyday activities. After discussing algorithms, students will make paper airplanes using an algorithm.
The goal here is to start building the skills to translate real world situations to online scenarios and vice versa. In this lesson, students will relate the concept of algorithms back to everyday, real-life activities by planting an actual seed. This lesson shows us something important about algorithms. As long as you keep an algorithm simple, there are lots of ways to use it. However, if you want to make sure everyone produces the same outcome, then your algorithm needs more detail.
Students will learn the difference between a detailed and general algorithm while playing with tangrams. For this activity, no instructions are provided. Instead, students will use examples of what imaginary players have done to figure out how to play the game. This lesson gives students the opportunity to practice the four arts of computational thinking decomposition, pattern matching, abstraction, and algorithms in one cohesive activity. With nothing but paper and markers, students will learn the four steps of computational thinking. After a brief introduction, students should be split into groups where they will have to create directions for other students to draw a specific monster from a catalog of pre-selected monsters.
The entire task must be decomposed, then teams will analyze all monsters in the catalog for patterns, abstract similar details from the monsters, then use that information to create an algorithm directions for another team to draw a certain monster. Teams will then switch algorithms with another group and draw the monster based on what that algorithm indicates.
Is the drawing what the original team intended? This lesson will guide students through the steps of debugging. To deny or past would be to deny our own experiences. I think it's important to be aware of who we are in light of our difficulties, but at the same time, it can make things worse if we ruminate on the details of abuse. This has actually been studied,if we go over trauma, we can experience it again and become re traumatized.
So the key is in finding awareness without succumbing to the temptation to ruminate and get stuck. A joy, a depression, a meanness, some momentary awareness comes as an unexpected visitor. Welcome and entertain them all! Even if they're a crowd of sorrows, who violently sweep your house empty of its furniture, still, treat each guest honorably. He may be clearing you out for some new delight.
The dark thought, the shame, the malice, meet them at the door laughing, and invite them in. Hi Kristin, thank you for such a generous and thoughtful comment! I love Rumi's Guest House and it is a perfect addition to this post. One strong, happy memory I have from my childhood is when I turned 5 years old and my family had just moved to our new house with a very large backyard.
It was mid-summer and my parents put up a tent and invited friends and family over for a fun day. I felt so special because all these people were paying attention to me Although I know that there was birthday cake, the only food I remember eating is corn on the cob I remember it was so delicious, and it is one of my favorite foods now. I loved the new house I felt that day that life was going to be good from then on.
It is nice to remember the way I felt, and that day. Life returned to normal, with my busy parents unable to spend enough time with us kids, and my sense of being very alone amid a large family and different growing with each passing year. By the time I was a teenager, I desperately needed to move away! Any thoughts about how to navigate these complex feelings? Thank you for sharing such a beautiful memory from your childhood. I could practically see you in the yard, and taste the corn on the cob. It all sounds divine. Although I wish that moments like these would extend themselves out into forever, the only assurance we have in life is "change.
Investigate this "Freeze-frame of me-ness" for all that it says about you, probably then and now. By this I mean that you clearly value community and connection.
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You thrive in the outdoors, eating food from the earth, playing in the sun. See what this snapshot tells you about yourself and see how you can amplify those same values or desires now. When was the last time you went camping or invited friends over for dinner? Life will always return to "normal" but we do have a choice in how we navigate the day to day. I wish you all the best! I'm excited to discover this great site.
I need to to thank you for your time for this wonderful read!! I definitely really liked every bit of it and i also have you book marked to check out new information on your website. Ingrid Clayton , Ph. Her book, Recovering Spirituality , centers on the problem of using spirituality to avoid real recovery. From co-dependency to cake A personal tale of the many faces of addiction. Back Psychology Today. Back Find a Therapist. Back Get Help. Back Magazine. The New Science of Sleep Experts suggest ways to correct the habits that keep us from resting well.
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Be grateful for whoever comes, because each has been sent as a guide from beyond. All the best, Ingrid.
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