It is finally time for students to take on the Create Performance …
It is finally time for students to take on the Create Performance Task. For a total of 12 class hours, students should work on their projects with only types of teacher support allowed (essentially: Advise on process, don’t influence or evaluate ideas). Students may also work with a collaborative partner in *in development of their program* - written responses must be done on their own.
The lesson includes reminders about how you can interact with students while they are working on their projects, and suggestions about time line. The Create PT requires a minimum of 12 hours of class time. At the end, students will submit their program code, program video, and written responses through their AP digital portfolio.
In this kickoff to the Data Unit, students begin thinking about how …
In this kickoff to the Data Unit, students begin thinking about how data is collected and what can be learned from it. To begin the lesson, students will take a short online quiz that supposedly determines something interesting or funny about their personality. Afterwards they will brainstorm other sources of data in the world around them, leading to a discussion of how that data is collected. This discussion motivates the introduction of the Class Data Tracker project that will run through the second half of this unit. Students will take the survey for the first time and be shown what the results will look like. To close the class, students will make predictions of what they will find when all the data has been collected in a couple weeks.
This is a pretty fun lesson that has two main parts. First …
This is a pretty fun lesson that has two main parts. First students warm up by reflecting on the reasons data visualizations are used to communicate about data. This leads to the main activity in which students look at some collections of (mostly bad) data visualizations, rate them, explain why a good one is effective, and also suggest a fix for a bad one.
In the second part of class students compare their experiences and create a class list of common faults and best practices for creating data visualizations. Finally, students review and read the first few pages of **Data Visualization 101: How to design charts and graphs** to see some basic principles of good data visualizations and see how they compare with the list the class came up with.
Now that students have had the chance to see and evaluate various …
Now that students have had the chance to see and evaluate various data visualizations, they will learn to make visualizations of their own. This lesson teaches students how to build visualizations from provided datasets. The levels in Code Studio provide a detailed walkthrough of how to use Google Sheets to create several different kinds of charts. While this lesson focuses on the Google Sheets tool, other tools may be substituted at the teacher’s discretion, and MS Excel support is coming soon to the lesson.
The main activity teaches students to build different chart types (scatter, line, and bar charts) from a single data set. It should be emphasized to students that the purpose of this lesson is to explore and experiment with creating different types of visualizations, not to build the perfect chart. Students will have a chance to create and customize their own charts. At the end of class, students compare their custom visualizations with those of their classmates.
In this lesson, students will collaboratively investigate some datasets and use visualization …
In this lesson, students will collaboratively investigate some datasets and use visualization tools to “discover a data story.” The lesson assumes that students know how to use some kind of visualization tool - in the previous lesson we used the charting tools of a basic spreadsheet program. Students should be working with a partner but without much teacher hand-holding. Most of the time should be spent with students poking around the data and trying to discover connections and trends using data visualization tools. It is up to them to discover a trend, make a chart, and accurately write about it.
In this lesson, students begin working with the data that they have …
In this lesson, students begin working with the data that they have been collecting since the first lesson of the chapter in the class "data tracker." They are introduced to the first step in analyzing data: cleaning the data. Students will follow a guide in Code Studio, which demonstrates the common techniques of filtering and sorting data to familiarize themselves with its contents. Then they will correct errors they find in the data by either hand-correcting invalid values or deleting them. Finally they will categorize any free-text columns that were collected to prepare them for analysis. This lesson introduces many new skills with spreadsheets and reveals the sometimes subjective nature of data analysis.
In this lesson students learn how create their own summary tables from …
In this lesson students learn how create their own summary tables from raw data. A summary table typically represents one or more aggregations (groupings of items) and computations that are performed on the raw dataset. In most spreadsheet programs, a summary table is called a pivot table. In the lesson, students learn how to make pivot tables in Google Sheets using a provided dataset. Then students turn to the data they’ve collected as a class and, with their partner, use pivot tables to investigate it further.
For this Practice PT students will analyze the data that they have …
For this Practice PT students will analyze the data that they have been collecting as a class in order to demonstrate their ability to discover, visualize, and present a trend or pattern they find in the data. Leading up to this lesson, students will have been working in pairs to clean and summarize their data. Students should complete this project individually but can get feedback on their ideas from their data-cleaning partner.
**Note**: This is NOT the official AP® Performance Task that will be submitted as part of the Advanced Placement exam; it is a practice activity intended to prepare students for some portions of their individual performance at a later time.
When you join our new Learning Tool you gain access to: • …
When you join our new Learning Tool you gain access to: • Learning courses designed to show you how to teach code to kids and teens • Access to FREE resources including micro-lessons, (which can be as quick as 30 min), training videos, rubrics, language/tool assessments and so much more • A national network of others who are learning to teach coding and computer science; together you can share what you’ve learned, ask questions and join a growing virtual community!
Canadian art is a door to learning about a wide range of …
Canadian art is a door to learning about a wide range of subjects.
The Art Canada Institute teacher resource guides presented here offer students the opportunity to study a multitude of subjects—from environmental awareness to activism, social justice to gender studies, politics to computer science (to name a few)—through the art and artists who have defined this country’s visual culture.
Following our provinces’ education curricula, the teacher resource guides provide multidisciplinary learning activities that reveal how Canadian art powerfully reflects our world so we can better understand it.
Today we’re going to build the ticking heart of every computer - …
Today we’re going to build the ticking heart of every computer - the Central Processing Unit or CPU. The CPU’s job is to execute the programs we know and love - you know like GTA V, Slack... and Power Point. To make our CPU we’ll bring in our ALU and RAM we made in the previous two episodes and then with the help of Carrie Anne’s wonderful dictation (slowly) step through some clock cycles. WARNING: this is probably the most complicated episode in this series, we watched this a few times over ourselves, but don't worry at about .03Hz we think you can keep up.
If you want to learn to program, you need to write (a …
If you want to learn to program, you need to write (a lot of) code. At CodeCombat, our job is to make sure you're doing that with a smile on your face.
Click "Play" then complete the pop up in the top right corner to create a free teacher account. Students can also get started without an account.
CodeHS is a comprehensive teaching platform for helping schools teach computer science. …
CodeHS is a comprehensive teaching platform for helping schools teach computer science. We provide web-based curriculum, teacher tools and resources, and professional development.
This site offer a comprehensive coding platform has impressive resources for teachers. …
This site offer a comprehensive coding platform has impressive resources for teachers. This learn-to-code program has the breadth and depth required to meet the needs of almost any teacher. The aim is to help teachers and families inspire the next generation of computer scientists.
Anyone can learn computer science! Over 70 million students have learned on …
Anyone can learn computer science! Over 70 million students have learned on Code.org!
Get started coding today. Our courses and activities are free! Create an account to save your projects.
Code.org® is an education innovation nonprofit dedicated to the vision that every student in every school has the opportunity to learn computer science as part of their core K-12 education. The program increases diversity in computer science by reaching students of all backgrounds where they are — at their skill-level, in their schools, and in ways that inspire them to keep learning.
Code to Learn offers free professional learning to Canadians on coding with …
Code to Learn offers free professional learning to Canadians on coding with young people. MicroWorlds coding software is available at no cost to engage youth across Canada. We work with educators and other community members to co-design curriculum activities & Coding Challenges—including the popular micro:bits!
We don't just focus on "learning to code" - we are interested in "coding to learn" by supporting activities in diverse subject areas and in leveraging coding activities to meet broad curricular goals.
Access the Code to Learn Community to get started with simple activities, request free books, resources and workshops, and find self-directed learning about computational thinking, MicroWorlds EX, JR and micro:bits coding activities.
The Hour of Code started as a one-hour introduction to computer science, …
The Hour of Code started as a one-hour introduction to computer science, designed to demystify "code", to show that anybody can learn the basics, and to broaden participation in the field of computer science. It has since become a worldwide effort to celebrate computer science, starting with 1-hour coding activities but expanding to all sorts of community efforts. Check out the tutorials and activities. This grassroots campaign is supported by over 400 partners and 200,000 educators worldwide.
Students can code for just an hour, or complete full courses.
The courses are in 45 different languages.
There are even coding activities that can be down without computers called "unplugged".
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