Educational Objectives: 

 

Coding Cards: A set of coding cards with beginner-friendly programming tasks and challenges. Each card introduces a coding concept, such as variables, loops, and conditionals, and guides students on how to implement them in their games using a popular, user-friendly game development platform (e.g., Scratch or Unity with Playmaker). 

I used Google Cardboard in my international schools in Korea and Paraguay. I have found it most useful for public schools here in CA where students often don't have the exposure or opportunity to travel.

Question - Why are wildfires increasing in California? And what should we do about it? 

CORE PRACTICE 2: Collaborating around Computing

MS-ESS3-4. Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems.

Learning Intention: I can use climate data as evidence to explain why wildfires in California are increasing

Success Criteria: Analyze and interpret data to describe and predict why wildfires are increasing.  

Develop and use models to explain the relationship between climate and human impact

Construct an explanation to demonstrate how wildfires affect the planet and what we can do about it. 

Description of the anchoring phenomenon: Because of changes to global climate systems, California is experiencing more extreme periods of

drought, leading to a greater likelihood of intense wildfires. Historically, California has always had wildfires, but the combination of where people

are living (the Wildland Urban Interface), the increasing frequency of droughts (climate change), and forest management practices (conservation

vs. preservation; forest treatments) have all contributed to a significant increase in wildfire risk for Californians across the state.

Why are wildfires increasing in California, and what should we do about them?

 

How many letters are there in the alphabet? Let’s count them together on our alphabet cards.

How can we represent the letters using numbers? (Guide students to the idea of using 1 for A, 2 for B, and so on.)

We can represent numbers using binary, but in the last lesson with 4 bits, what was the biggest number we could represent? (15)

How can we represent bigger numbers? (Add a card). How many dots on the extra card? (16)

Give out the cards, and have the students place them on the table in the correct order (16, 8, 4, 2, 1).

Now give them a number by saying "No, Yes, No, No, No" for the 5 cards. Ask them how many dots this produces. (The "Yes" is for the 8 card, so it's the number 8.) Which letter is number 8? ("H"). This can be written on the board.

Now give the next number, "No, Yes, No, No, Yes" (9). Which letter is number 9? ("I", which can be written after the "H".)

That's the whole message - "HI".

Now try sending a different word to the class. The Binary to Alphabet resource below shows the binary patterns for the 26-letter alphabet; you can use yes/no for 1/0, but you could also use other ways of saying them, such as "on/off", "up/down", or even "one/zero". In particular, it may be helpful to represent a number higher than 16 to give them experience with the 5th bit.

Students write their name in binary code.
Use binary numbers in "Number Talks" showing numbers different ways.

     Why unplugged computer science, you may ask, in a digital age, is it up to the task? 

         In this world of screens and code, unplugged cs offers  a unique learning mode.

         In the simplicity of pencil's grace, young minds awaken in an unplugged space. 

        Algorithms and patterns begin to shine, as they unlock the secrets of the binary line.

        No screens to distract, no code to debug, Just pure problem-solving, like a cozy rug. 

      In unplugged games, they find their way, to conquer coding challenges day by day.

     Unplugged, we grasp the roots of the art, before we dive into the digital part

     In teamwork, young learners find their way, unplugged, they collaborate and play. 

     The power of logic, they start to wield,in this analog world, their potential is revealed. 

     It fosters creativity, an unbridled stream, Unplugged, it nurtures a coder's dream. 

     Unplugged, we learn to communicate, A vital skill, to collaborate and create.

      In a world shifting to screens and glare, Unplugged reminds us to handle with care. 

     A balance we seek, in this digital age, Unplugged computer science, a worthy stage.

    So, embrace the "why" of unplugged grace, A mindful journey, a steady pace. 

    In a world of screens, it offers clarity, A bridge to digital realms, a necessity.

    In this unplugged embrace, we as educators can find, the power to shape brilliant minds

    So, why unplugged computer science, you say? It's the timeless foundation that paves the way.    

   The power of unplugged computer science, behold, A timeless treasure, a story that needs to be told.

Link to Gloria Amador CS Horizons Artifact

"Pay it forward," a phrase so kind, 
a philosophy of the heart and mind.

When you give without expecting gain, 
you light a spark, a lasting chain.

As the cycle continues on, 
kindness echoes from dusk to dawn.

Let's pay it forward, teachers take the lead, a better world, it's what we all need.

https://docs.google.com/presentation/d/13vVmfYhURvLJLgQ6UzS4dHeFJkpjDCHz6zizylbLge4/edit?usp=sharing

 Here's a sample virtual lesson plan: 

"Creating a Simple Animation in Scratch" 

Objective: 

• To introduce special education high school students to the Scratch programming environment. 

• To teach them the basics of creating a simple animation using Scratch. 

• To promote problem-solving skills and creativity. 

Materials: 

• Computers or tablets with internet access and Scratch installed. 

• Scratch tutorials and resources. 

• Visual aids or videos for extra clarification. 

Duration: Approximately 60 minutes 

1.       Introduction (5 minutes): 

• Begin the virtual lesson by greeting the students and creating a positive and inclusive online environment. 

• Explain the objectives of the lesson and what they will be learning today. 

 

2.       Introduction to Scratch (10 minutes): 

• Share your screen and provide a brief tour of the Scratch interface. 

• Explain the concept of coding with visual blocks and how they can be used to create animations and games. 

 

3.       Watch and Learn (10 minutes): 

• Show a short video tutorial or interactive demo of creating a basic Scratch animation. 

• Pause the video at key points to explain the steps and highlight important concepts. 

4.        Hands-On Activity (20 minutes): 

• Instruct students to open Scratch on their computers or tablets. 

• Provide a step-by-step guide with screenshots or visual aids for creating a simple animation (e.g., moving a sprite). 

• Encourage students to follow along and experiment with different Scratch blocks. 

5.       Breakout Group Activity (10 minutes) 

• Divide the class into small virtual breakout groups. 

• Assign each group a simple task related to creating an animation. 

• Encourage collaboration and peer support within the groups. 

 

6. Sharing and Discussion (5 minutes): 

• Reconvene the class and have each group share their animations. 

• Encourage students to ask questions and provide positive feedback to their peers. 

• Open the floor for questions and address any technical or conceptual challenges the students may be facing. 8. Wrap-Up and Homework (5 minutes): 

• Summarize the key concepts learned in the lesson. 

• Assign a homework task related to creating a simple animation or encourage students to explore Scratch further at their own pace. 

 

Assessment: 

• Assess student participation, engagement, and their ability to follow the steps to create a simple animation. 

• Provide constructive feedback and support as needed. 

 

Adaptations: 

• Consider the individual needs of your special education students and provide additional support, such as one-on-one assistance or extra time. 

• Use accessibility features in virtual meeting software to assist students with disabilities. 

• Be flexible and patient, adapting the lesson as necessary to ensure all students can participate and learn effectively in the virtual environment. 

 <sub>Objectives:  
1. Students will understand the importance of regular exercise.
 2. Students will practice writing code with their CS Buddy for a wearable device that will remind them to exercise.
3.  Buddies will  create and test a fitness tracker device using the BBC micro:bit.

● Have students watch the following videos  on Exercising and staying healthy. Then discuss as a class why regular exercise is important to prevent heart disease.

1. How Exercise Improves Health: https://www.youtube.com/watch?v=-lxg-35Xo_o&ab_channel=WhatsUpDude

2. Heart Matters: https://www.youtube.com/results?search_query=video+on+Staying+heart+healthy+by+excercisining+for+kids
 
● Introduce the idea of a ‘Fitness friend’ wearable device to help people remember to do some
exercise.
● Show a working prototype (the code running on a micro:bit) and discuss students’ ideas of how it is
programmed to work.</sub>

Partner Work:
• _{Next have 1st/5th grade buddies to write their program using the MakeCode editor, offering support
where needed.}

• _{Once buddies have a working program, students can download it to their micro:bit and try out their wearable
device to monitor their heart rates at rest and during exercise.}

Extend your Learning:
_{● What have you learnt from creating your Fitness
tracker?
● What problems did you have and how did you solve
them?
● Do you think your device will achieve it’s aim of
helping people be more active? Why?
● What are some other ways people could use the wearable device you created?}