091422: Digital Animation Introduction (DEMO LESSON)

Digital Animation Introduction Project

Today's Training Slide Deck Link - Click Here

End Of Training SURVEY Link - Click Here

PRE-WORK

1. Students will watch the History of Animation and the Lego Stop Motion Movie on Youtube. Complete the Technology Constructed Response Gmail below.

GMAIL CONSTRUCTED RESPONSE

TO: Mr. Scribner (harvey.scribner@techfreire.org)
SUBJECT: Digital Animation Project CR
BODY: Describe, in 1-2 Sentences, what type of animation/cartoon you are interested in creating. Think about any topic you like, and try to imagine a cartoon that illustrates (and creates action and characters) your idea or subject.

BACKGROUND
Today you will begin to create a Digital Animation Video Clip. There are many resources for creating digital movies, as listed below. Before class is over, read all the directions in this post and learn about different types of ANIMATION. Then OPEN Google Slides on  your Device and begin to create a "stick-figure" background scene for your longer digital animation using the draw tools found in each of those programs/applications. We will work together on a collaborative project, and then you will create a project to turn in for credit.

When you make an animation you have to create each picture on the film.  There are normally 25-40 pictures per second. When animating we recreate the laws of nature as we are able to relate to the action. However, with animation we can do a lot more than just follow the laws of nature. We can do anything, we can tell the story just as it is in our dreams.

Animation is a communication tool. When we animate we must not forget to put idea and intention in the movements. A movement without idea and intention is boring. Some characteristics of animation are contrast; fast/slow, backward/forwards, and so on. If we remember this it helps us animate better. So if you want to animate something going up, you think about it moving down first. If you want to stretch your character, you squash him first. The best thing is to do the movement yourself or make a friend do it so you can study the movement. This also helps you plan your animation. The better you know what to do, the better you can animate it.

(❗️) PROJECT / ASSIGNMENT

DIGITAL SCENE & BACKGROUND PICTURE CREATION PROJECT DIRECTIONS

A. CREATE A BACKGROUND SCENE TO START WITH:
Step 1: Log into Google on your Device
Step 2: Create NEW Slides Presentation
Step 3: Use the Drawing Tools to make a stick figure scene. Make sure to place specific layers in order and use a variety of colors and styles to make it vibrant.
Step 5: SHARE your PROJECT with Mr. S (harvey.scribner@techfreire.org) for credit.

B. ANIMATE IT:
Your project must include at least 25-30 slides minimum.
It must have at least 3 layers of depth: Foreground, Middle Ground, and Background.
It must have at least 3 things moving during the course of the animation.
Your motion must incorporate LAYERS of movement where items move in front or behind each other.  Select your BASE SLIDE once it is completely finished, including characters, scenery, and any other items you would like to start with.

Open the Menu for the slide itself and click DUPLICATE. This will make a copy of the
slide.  Make very small changes to the positions of any characters or objects that should MOVE.  (The smaller the changes, the smoother the animation will be)

Continue to repeat these steps until you have a minimum of 25 slides for this project.

C. EXPORT SLIDES / CREATE VIDEO CLIP:
Once you have finished the Animation Step, you will need to highlight each individual slide and click  FILE and DOWNLOAD. Select JPEG or PNG as the file type to Download.

Repeat this step with every slide. You may need to make sure that all the slides are in order in a digital file folder.

Open the online application at GIFMAKER.ME and click Upload Images.

Upload all the images in your digital file. You may need to resort those images into the proper order,

Once you are satisfied with the order, adjust the Animation Speed to your preference.

At this point, if you have a sound effect or music file from Youtube you would like to use, add it.

When you have completed the steps above, click Create GIF Animation, or one of the other buttons  listed here, as necessary. This will create a video file out of your slides. You will be directed to another page to download and share the file. Download the file to your device and add it to your Google Drive to SHARE it for credit. Good Luck!

You must Upload and SHARE your project with instructor using Google Drive for credit.

ACADEMIC/LEARNING OBJECTIVE
Scholars will learn the basics of Digital Animation. Scholars will be able to create "mini" animations using an online application. Scholars will also start creating the basic drawing that will be used for a future "line-art" digital animation project. Scholars will be able to complete a Constructed Response about the "History of Animation" and discuss what they like, or do not like about the project.

RESOURCES / LINKS / EXAMPLES
First Animations:
Fantasmagoria      Gertie the Dinosaur      How Original Animations Are Made

12 Principals of Animation      The Difference Between DISNEY & PIXAR 

Animation Careers     Post-It Note Animation (Wall)     Acorn's Story     

FlipBook Goku vs Superman      The Origin of Lego Movie     

How to Make a Lego Brickfilm

Pixar Examples
History of Pixar Logo Top Ten Pixar Shorts

Mr. Scribner's Examples
Snowman & Crowd Animation      Mountain Cabin Scene (Helicopter)

 

Basketball Court (Red/Blue Play)     Two Monkeys Short Clip 

Two Monkeys MS Movie Maker Video 

EXTRA CREDIT OPTIONS
You may also use any other type of digital animation application you are familiar with to create this project. If you want to make a stop-motion Claymation or Lego video clip, use an application on your phone, or any other idea, just let me know what you are doing to create a short animation clip. I will literally accept almost anything, both digital or hand-drawn. Below are a couple of applications you could use to create additional projects for extra credit.

Use PISKEL or WICK EDITOR to create a simple digital animation and share it with the class during an upcoming lesson. This can be completed anytime before June 1st. Learn how to use these fun tools and show off your work to friends and family as well.

Piskel, free online sprite editor. A simple web-based tool for Spriting and Pixel art. Create pixel art, game sprites and animated GIFs. Free and open-source.

Please go to https://www.piskelapp.com/

Once you have created a PISKEL you are happy with, use upload it to Google Drive and SHARE it or GMail the active link to the project to me for credit.

The Wick Editor is a free, open-source tool for creating games, animations, and everything in-between! https://www.wickeditor.com/#/

STUDENTS WILL ENTER THE CLASS QUIETLY AND BEGIN WORKING!

Scholars will sign into Google Applications as they enter the class. Scholars will read all directions on this post thoroughly. Scholars will then follow the directions above to begin to create a "line-art" background for a future digital animation project.

THANK YOU FOR YOUR ATTENTION AND POSITIVE ATTITUDE TODAY!

ACADEMIC STANDARDS COVERED
PA SAS 9.1.M.PK.J1 / 9.1.V.K.A1-B1
PA 3.7.7 & 11 Section C/ CSTA 2019 / ISTE 2020
CSTA Tied With Common Core ELA/Math rev. 2020

083122: Introductions, Syllabus, TFDL Class Verification Form 22-23

ALL:

If you are reading this you WILL Be Prepared to succeed in future college or career paths. This reference site was created to allow students to have 24-hour access to the Digital Technology Literacy Curriculum!

You will find daily instructions, lesson plans, and links to help you succeed both in class and in life. Feel free to use this reference anytime and contact me immediately if something is unclear or a link does not work! 

If you would like to review all of the lessons I have posted since creating this curriculum or review the historical morphing that the lessons have gone through to make it here, please check out edutechphilly.blogspot.com.

My Class Rules and Syllabus will be posted below. Welcome to class, and I look forward to working with all of you!

TASK 1: Click this link and review, with your parent/guardian, the TF Digital Literacy Class Rules and Class Syllabus.

TASK 2: Watch the TFDL Course Introduction Video!

TASK 3: (❗️): Please Complete a brief survey here: TFDL Class Verification Form 22-23

A reference website for this class will provide an alternate way for you to access the lessons, materials, and other information. Please review the resources on https://tfdigitaltechphilly.blogspot.com (Class Reference Site). You can also view the Freire Student and Family Handbook by clicking the link below.

Freire Student & Family Handbook (Click Link Here)

The TFDL Class Verification Form 22-23 will count as your first quiz of the marking period. It is an easy grade to complete the assignment for,

Again, welcome to class! If you have any questions or concerns, please reach out to me right away. I hope each and every one of you have a fantastic year!

- Mr. S


Tech Freire Charter High School, Philadelphia, Pennsylvania

DRAGONS BREATHE FIRE!

Introduction to Design Mode (CSP Unit 3, Lesson 2 Code.org)

Students work through a progression of levels to build an understanding of how to use Design Mode to layout an APP. The final level has students setting up the screen of an APP by attempting to copy an image of an APP.  

It's important to remember when programming you are not just writing instructions for a computer, but also for a human. Unique, meaningful element IDs help humans remember and understand the purpose of various elements.

ESSENTIAL QUESTION(S):

How does the design process you will use to complete this part of the course allow you to create visually appealing and functionally useful interfaces for an application you are building?  Who could you collaborate with to make your project better?

DISCUSSION QUESTIONS(S):

  1. What is a common APP that you use?

  2. Take a Minute to Sketch the User Interface of the Main Screen.  Label Inputs, Outputs,

       and parts of the User Interface.

  3. How does the USER Interact with the APP

(❗️) PROJECT / LESSON TASK(S)

  P.  Make sure you have completed CSP Unit 3, Lesson 1 "Intro to Apps"

  1.  Participate in Class Discussion

  2.  Complete the GMAIL Reflection Activity

  3.  Complete ALL ONLINE TASKS for CSP U3L2

  4.  Send in the "Check For Understanding" (Circle 8 Online)

  5.  Complete your Student Journal Entry

(❗️) GMAIL REFLECTION / ASSESSMENT ACTIVITY

What type of APP's do you use most on your cell phone?  What parts are Input, Output, and what parts of the APP are most interesting to you?  Try to describe the design features, colors, and other items that you think make this APP appealing.  (2-3 Sentences)

Example Gmail
TO: harvey.scribner@techfreire.org
SUBJECT: CSP U3L2
Body of Message: Answer All Questions Listed Above (Copy/Paste Questions into Gmail)

R.A.C.E.S. Method R - Repeat the Question, A - Answer the Question,
C - Cite Evidence, E - Examples / Explanation, S - Summarize your Thoughts

KEY TERMS

Code.Org Glossary Link (Click Here)

LINKS & RESOURCES

CSP Unit 3, Lesson 2 Student Page

(❗️) POST-LESSON JOURNAL ENTRY

Open your Student Journals and create a brief entry about this lesson.  Make sure to note anything about the lesson you liked, parts you struggled with, and who you might teach these skills too outside of school and why.

Overview
Students work through a progression of levels to build an understanding of how to use Design Mode to layout an app. The final level has students setting up the screen of an app by attempting to copy an image of an app.

Purpose
This lesson introduces students to Design Mode in App Lab and the different kinds of screen elements and properties at their disposal in this tool. This lesson not only builds up skills in designing a user interface but also sets students up to begin designing an app of their own in the following lesson.

Standards
CSTA K-12 Computer Science Standards (2017)
3A-AP-16 - Design and iteratively develop computational artifacts for practical intent, personal expression, or to address a societal issue by using events to initiate instructions.

OBJECTIVES
Students will be able to set up the User Interface of an app including buttons, text, and images
Students will use meaningful names to label element ids

Students will begin to understand how to make adjustments to various design elements.

Preparation
Review the programming levels to ensure you understand the fundamentals of Design Mode in App Lab and how elements are created and their properties are modified.

JUST FOR FUN!

Using the links below, check out the Coffee Bunny Original Game and the modified version I created using APP LAP!  Use the original game and create your own version.  Once completed,  post it to our class padlet for others to try at

https://padlet.com/CSPPDTEAM2022/h58e0e1ke83y9sjs

COFFEE BUNNY ORIGINAL GAME

RED BULL BUNNY GAME JUST FOR FUN

Starting A Business (15-Minute DEMO Lesson)

DO NOT FORGET TO COMPLETE THE DAILY CHECK-IN SURVEY 

FOR CREDIT WHILE YOU ARE IN CLASS!

Daily Check-In Survey Code Word:  PRODUCTION

Introduction / Inspiration Reference:  "Our Sweet Story" Me and The Bees Lemonade

Overview
Today you will be learning some of the basic decisions that go into Starting a Business.  We will introduce ourselves and review the Class Norms and Objectives.  Then we will be assigned Roles and Assignments that will include Sales, Marketing, and Production.  

Each Department (3 students each) will have a specific decision to make using data and information given to them in their Department Packets.  You will collaborate with other students to arrive at a decision to present during our Board Meeting time.  Please utilize your time wisely, and work together peacefully.  

The EXECUTIVE (President) will be circulating in the room and monitoring the different departments as they work.  That person will encourage others to complete the work, and make notes about the process and communication of the departments.

During our Board Meeting, each Department will report out about their decisions, and the Executive will share their notes.  We will then vote on the decisions made and wrap-up our lesson.  Complete the Reflection Note Card to turn in as you leave.

Good Luck and Enjoy Our Time Together!  - Mr. S

Purpose
This lesson introduces the basic use of data to help in the decision-making process when evaluating different fundamental choices while an entrepreneur would be starting a business.  It also helps to show students how those decisions and choices are presented in a professional manner and agreed too.

Objectives
Students Will Be Able To work cooperatively to create a business, and learn basic vocabulary.  Students will collaborate on different parts of the business plan and share information to help the whole group make decisions.

Tasks & Steps
Introduce Yourself When Prompted in Class

Participate in Department Meetings as Assigned

Participate in Board Meeting and Presentations

Participate in Voting to Approve Decisions

Complete Wrap-Up Reflection

Complete Worksheet at Home if Necessary

Complete Extra-Credit Work if you want to Extend the Learning

AGENDA

  2 Minutes - Introductions & Classroom Norms

  3 Minutes - Setup & Role Assignments

  5 Minutes - Data Review & Department Meetings

  4 Minutes - Board Meeting & Solution Share

  1 Minute - Wrap-Up Reflection / Exit Ticket

(❗️) Assessments (Check On Learning)
  1.  Reference Prior Knowledge - Chose our Product Yesterday

  2.  Participate in Classwork (Introductions, Department Meetings, & Board Meeting, Etc.)

  3.  (❗️) Complete Reflection Card (Exit Ticket Effort Grade)

  4.  (❗️) Complete In-Class Worksheet at Home - (Mastery Grade) Due Tomorrow

Extended Learning

Students are able to complete the additional reflection listed below:

  1. Go To https://www.businessnewsdaily.com/5051-young-entrepreneurs.html

  2. Review the list of Young Entrepreneurs and choose one (Most Interesting)

  3. Send a GMail Reflection as Outlined Below for Extra-Credit on this Project

GMail Example

To:  hscribner.edtech@gmail.com (Mr. Scribner)

Subject:  Starting a Business EXTRA

Body of Message:  Write about one of the Young Entreprenuers listed in the article.

  What did they do that impressed you?  What type of company would you start?

R.A.C.E.S. Method R - Repeat the Question, A - Answer the Question, C - Cite Evidence, E - Examples / Explanation, S - Summarize your Thoughts

Differentiation / ESL
Follow all IEP/504 Requirements as Outlined.  Adjust required assignments and tasks as necessary.  Provide additional translated resources if necessary.  Utilize student leadership, pairing, and proximity guidelines.  Follow all health-related guidelines (Covid-19, etc.)

Academic Standards Referenced in Lesson Tasks
PA SAS BCIT 15.1.8.W / Career Education & Work 15.5.8.B (Entreprenuership) / NBEA 2020:  Interpret Data as it relates to management decisions, PA SAS ELA/Math Cross-Curricular Standards for Data Review, Information Gathering, Rcording and Reporting, Presentations, and other associated tasks. 

References & Links

Starting a Business Basics Lesson Google Slides Link

15 Basic Business Terms Everyone Should Know (Click Here)

Lesson Worksheet Link (English)

Lesson Worksheet Link (Spanish - Google Translated)

Formal Lesson Plan Outline (2022)

Be Proactive (Habit#1) / Pixlr.com: Create a Meme Collaboration Lesson 20/21

Today we will be responding to a quick Google Form to get the class going! Please watch the video together and then open the form by clicking the link below to respond. We are quickly discussing Habit #1 from the 7-Habits of Highly Effective People (Covey).

If you missed our discussion, please click and view this link 

(Habit #1 Video) and send an email as outlined below the assignment/project for today.

Click Here to review all of the 
7 Habits of Highly Effective Teens (Covey)!

READ THE DEFINITION OF HABIT#1 BEFORE REPLYING TO THIS SURVEY:

GOOGLE FORM "BE PROACTIVE RESPONSE"

7 Habits For Highly Effective Teens

1. Be Proactive

Being proactive is the key to unlocking the other habits. Help your teen take control and responsibility for his/her life. Proactive people understand that they are responsible for their own happiness or unhappiness. They don't blame others for their own actions or feelings.

MEME PROJECT (Belong-Meme):

"Feeling like you are part of a group while knowing you are special for who you are. Your uniqueness and individuality is what makes you a special and important part of school. It is important for you to feel a sense of Belonging in order to be truly who you are and who you want to be" (Quagley, Corso, & Hellerstein 2015)

Everyone in Digital Technology should be able to create a MEME about Belonging, Respect, Tolerance or Being Proactive. This MEME MUST CONFORM to PALCS Rules & Regulations about appropriate content. Once you have completed your entry, use the DropBox Link below to upload it for credit, and Add It to the Google Slides Document for review and peer comments.

Remember, Comments MUST be constructive and positive, negative comments will be filtered and those posting them will be subject to consequences for violating class honor code.

2020 MEME PROJECT DROPBOX SUBMISSION LINK (CLICK HERE)

D-TECH MEME COLLABORATION GOOGLE SLIDES

STEP BY STEP DIRECTIONS:
Find a picture online (Must Conform To PALCS Standard Use Guidelines) and use PIXLR.Com to change it and make it your own. Follow the directions below:

1. Choose Picture from Google Images
2. Save Picture to Desktop
3. Open PIXLR.COM (PIXLR X)
4. Load Picture into PIXLR.COM (PIXLR X) Application from Desktop
5. Make changes to picture
a. You must add some text for the MEME. You can also add background, and change the color or another feature for credit.
6. Save Formatted Picture to Desktop
7. SIGN-IN TO YOUR GOOGLE DRIVE, CLICK NEW AND UPLOAD FILE AND CHOOSE THE PICTURE YOU JUST CREATED.
8. Once you have Uploaded the File, SHARE it with Mr. S (hscribner.edtech@gmail.com) for credit.
9. PLEASE CLICK THIS LINK (https://www.dropbox.com/request/XwqNrrZNatghgxf80i8j) and UPLOAD your file here in addition to SHARING it with me on Google DRIVE.

If you are finished early, log into your Typing.Com or Khan Academy account and work on your typing practice. I hope you enjoy this project as we start to think about future projects for this school year.

Adobe Meme Lesson Additional Resource (Click Here)

EMAIL PROMPT IF YOU MISS CLASS:

Subject: HABIT 1 (COVEY)PROMPT: How will you try to "carry the weather with you" from now on. What can you do to encourage others to see this as an important first step in being more mature?

(Please write at least 4-5 Sentences about the PROMPT above using proper grammar, spelling, and sentence structure. You must restate the PROMPT in your own words as part of your entry.)

You must write your response in the R.A.C.E.S. Method (As discussed in class prior to today)
(R-Repeat the Question, A-Answer the Question,C-Cite your Evidence, E-Explain your Evidence or Examples, S-Summarize your Thoughts)

OBJECTIVE & STUDENT OUTCOMES

Students will complete a short writing assignment. Students will then learn to upload, manipulate, adjust, save and share digital images with an online application.  Students will be able to use a Dropbox Upload Link, and Upload files to Google Drive and SHARE them for credit or collaboration.

STUDENTS MUST READ ALL DIRECTIONS ON THIS WEBSITE PRIOR TO STARTING ANY ASSIGNED TASKS TO RECEIVE FULL CREDIT FOR THIS PROJECT.

Students will use Google Images to select pictures for use today. Students will Copy the pictures selected to the desktop of the computer they are working with. Students will learn how to use PIXLR.Com to upload, manipulate, adjust, save and share the picture online. Students must complete the steps below to CREATE and SHARE a Themed Photo Collage for credit.

STANDARDS

Common Core:

CCSS.ELA-LITERACY.CCRA.W.4:  Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

CCSS.ELA-LITERACY.CCRA.W.6:  Use Technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

21st Century Skills: Communication and Collaboration, Information, Communications and Technology Literacy

ISTE/NETS: Students: Digital Citizen, Students: Innovative Designer, Students: Knowledge Constructor

CSTA: 3A-AP-22: Design and develop computational artifacts working in team roles using collaborative tools. Collaborative tools could be as complex as source code version control system or as simple as a collaborative word processor. Team roles in pair programming are driver and navigator but could be more specialized in larger teams. As programs grow more complex, the choice of resources that aid program development becomes increasingly important and should be made by the students. Students might work as a team to develop a mobile application that addresses a problem relevant to the school or community, selecting appropriate tools to establish and manage the project timeline; design, share, and revise graphical user interface elements; and track planned, in-progress, and completed components.

LESSON SOURCES:
Quaglia, R., Corso, M. & Hellerstein, J. (2015). Student voice : turn up the volume, 6-12 activity book. Thousand Oaks, California: Corwin, a SAGE Company.  https://books.google.com/books?id=Q0r7CAAAQBAJ&pg=PA18&lpg=PA18&dq=Create+a+Meme+from+a+photo+common+core&source=bl&ots=SyYwcL4kKK&sig=ACfU3U02yfCiIBsS8C3bbF2AyLsJOqOFqg&hl=en&sa=X&ved=2ahUKEwjw3trg8-joAhWGTt8KHUujBTUQ6AEwDnoECAwQKQ

Covey, S. (2004). 7 habits of highly effective teenagers. London: Simon & Schuster.  

http://www.seancovey.com/teens.html

NOVA Labs - CyberSecurity Lab (CSED Week 2019) 19-20 S1

Whenever we go online—to shop, chat with our friends, or do anything else—we put ourselves at risk of cybercrime. Computer viruses can corrupt our files, hackers can steal our data, and criminals can trick us into revealing sensitive information. But luckily there are simple steps we can take to protect our digital lives.

NOVA LABS - CYBER LAB

Take cybersecurity into your own hands. In this Lab, you’ll defend a company that is the target of increasingly sophisticated cyber attacks. Your task is to strengthen your cyber defenses and thwart the attackers by completing a series of cybersecurity challenges. You’ll crack passwords, craft code, and defeat malicious hackers.

The Cybersecurity Lab is a game designed to teach people how to keep their digital lives safe, spot cyber scams, learn the basics of coding, and defend against cyber attacks. Players assume the role of the chief technology officer of a start-up social network company that is the target of increasingly sophisticated cyber attacks. In the game, players must complete challenges to strengthen their cyber defenses and thwart their attackers. The Lab also features stories of real-world cyber attacks, a glossary of cyber terms, and short animated videos that explain the need for cybersecurity, privacy versus security, cryptography (cyber codes), and what exactly hackers are.

There are four major gameplay components of the Lab:

• Coding Challenge: An introduction to very basic coding skills. Players program a robot to navigate a maze, using drag-and-drop commands. 
• Password-Cracking Challenge: A series of “password duels” teach players the basics of how attackers might try to crack their passwords and how they can make better, more secure passwords.
• Social Engineering Challenge: Players are presented with two apparently similar emails or websites. They must first identify the differences between them and then decide which one is a scam attempting to steal their information or money. This challenge also includes a number of audio recordings and transcripts of phone calls; players have to decide if they should trust the caller or not. 
• Network Attacks: As their companies grow, players must buy defenses to defend themselves against a series of cyber attacks. The better that players do in the three challenges, the more resources they’ll have to buy defenses.

Note: The Coding Challenge uses a Blockly interface that requires no prior knowledge of coding. Blockly uses a visual representation of code as blocks rather than a scripted programming language.

TAKE THE ONLINE QUIZZES NOW!

Time Allotment

75 minutes

Grade Level

6–12 grade

Standards Alignment Guide

The Cybersecurity Lab reinforces scientific and engineering practices and crosscutting concepts found in the Next Generation Science Standards. To see how the Cybersecurity Lab can be used to meet course objectives, download our standards alignment document below:

 Cybersecurity Lab Standards Alignment Guide (113.0 KB)

Glossary of Cybersecurity Terms

The Cybersecurity Lab contains terms that may be unfamiliar to educators and students. In the game, these terms are highlighted with definitions that appear as mouse-overs. Below is a document with all of these terms:

 NOVA Labs Cybersecurity Glossary (86.3 KB)

Content Objectives

• Students will be able to explain computer science terminology related to coding, password protection, social engineering, and network security
• Students will be able to describe how encryption works to protect privacy
• Students will be able to describe recent network security breaches and how companies defend against them
• Students will be able to explain why the term “hacker” is extremely flexible and the variety of roles that hackers play
• Students will be able to analyze reports of unfolding security breaches and apply their understanding of security networks to them

Process Objectives

• Students will be able to navigate a robot through a maze using Blockly code in the Coding Challenge
• Students will use analytical reading skills to distinguish among phishing attempts, fraudulent websites, and phone scammers in the Social Engineering Challenge
• Students will use logical reasoning to create strong passwords in the Password-Cracking Challenge

Materials

• The Cybersecurity Lab is accessible on web and mobile browsers that support HTML5, including Chrome, Firefox, Safari, and Internet Explorer (version 9.0 and higher)

Multimedia Resources

The Cybersecurity Lab includes four short animated videos that cover a variety of cybersecurity and computer science topics:

Cybersecurity 101

The Internet is fundamentally insecure. However, there are simple things you can do to protect yourself and your information. This video also provides an introduction to the activities in the Cybersecurity Lab.

Cyber Codes

Do you trust the security of your email, text messages, and browser history? Learn how trustworthy online communication actually is and how encryption can protect your privacy. Sometimes.

The Secret Life of Hackers

Hackers may not be who we think they are. In fact, you might be a hacker and not even know it. Learn the true meaning of hacking and some of the many reasons hackers hack.

A Cyber Privacy Parable

Follow the trials and tribulations of Tim as a seemingly innocent piece of information threatens to ruin his life when it falls into the wrong hands.

Kano.me Street Artist Coding Project 19-20 S1

:kaNO..

Born and raised on the streets of New York City, kaNO discovered art at a very early age. The graffiti on the walls and the cartoons on the TV, set the tone for a creative childhood.

In true city kid fashion, kaNO graduated from the High School of Art & Design and went on to obtain a BFA in Animation at the School of Visual Arts in 1999. From the silver screen to galleries and even on to toy shelves across the world, kaNO's style is distinctly recognizable as his own. As his creative pursuits expand so does his ever growing list of clients and exhibitions.

In 2010, kaNO moved out to Los Angeles with his family, where he freelances as a character designer for such studios as Warner Bros, Cartoon Network, and Hasbro. When he's not making cartoons you can find him working on paintings, commissions and designing product for his brand 'kaNO kid' at his art studio in Burbank, CA.

Today you will be continuing your coding challenges by working on levels of digital art.  Follow the directions at the website below.  When you have finished, use the Snipping Tool on your computer to take a digital image of your creations and email them to me.  You need to upload the image to my dropbox link as well.  Have Fun - Good Luck!

https://world.kano.me/challenges

Dropbox Link

Frozen Coding Project (Code.Org) 19-20 S1

Let's use code to join Anna and Elsa as they explore the magic and beauty of ice. You will create snowflakes and patterns as you ice-skate and make a winter wonderland that you can then share with your friends!

Code.Org Frozen Tutorial (Hour of Code Version)

Step 1: Sign in to your Code.Org account using your Google Sign In

Step 2:  Click the link above to start the Frozen Tutorial

Step 3:  Complete each level as you progress through the program.

Step 4:  When you have completed the program, at the end of your final level, click the SHARE button and copy the link to your project.  

Step5: Open Gmail and send the link to Mr. S (hscribner@ccs.us) for credit.  You also need to click the SEND TO PHONE LINK and send a copy of the final level to your parents.

Frozen Performance Objective	Beginning (10)	Developing (15)	Accomplished (20)	Exemplary (25)
Programming	Poor We programed 1 design	Fair We programmed 2-3 designs and movements	Good We programmed 4-6 designs and movements	Excellent We programmed more than 6 designs and movements from the original start point
Geometric Forms	Poor Character makes no change from basic form.	Fair Character makes 1 additional form	Good Character makes 2-3 different forms.	Excellent Character makes 4+ different forms.
Creativity	Poor We copied the base in appearance.	Fair We made some changes in the appearance.	Good Everything is different from the base.	Excellent We created a whole new project appearance.
Teamwork	Poor No cooperation. Every student finished the project alone.	Fair We cooperated in class but we finished the project individually.	Good I helped another student create their project / or helped with at least one level.	Excellent I helped 2-3 other students with final projects / or multiple levels.  Email Proof Reqd.

Email Proof would be a 2-3 sentence statement describing who you helped, specific levels/skills you helped with, and what the outcome was.  Corroboration will be required by the students who work together.

Differentiation:
For beginning programmers, we suggest working in pairs or very small groups (three to four students each) and ask each group to work together to complete the tutorial using pair programming.

Students may struggle with the mathematics in the tutorial (it requires a basic understanding of angle measurement). Consider the supplementary lesson plan, “The Drawing Machine” to introduce the basics before you working on the tutorial for Frozen.

For more experienced students, we find that working independently on tutorials works well. Sometimes it helps to allow students to choose their own tutorial. If students aren’t interested in Frozen, they can get a similar experience with other Hour of Code modules.

Lesson Plans:Code with Anna and Elsa

Answer SheetOPTIONAL: The Drawing Machine

Extension Activities:

Beyond an Hour of Code
Computer Science Fundamentals: Course 2

STANDARDS ALIGNMENT 

• Common Core English Language Arts Standards 
• Common Core Math Standards 
• CSTA K-12 Computer Science Standards 
• ISTE Standards for Students