Tuesday, December 11, 2018

CSEd Week (Post-Script) - More and More Code for Everyone! 18-19 S1

AS YOU ENTER THE ROOM, Please complete a short Constructed Response to this question (using the R.A.C.E.S. Method: R-Repeat the Question, A-Answer the Question, C-Cite your Examples/Evidence, E-Explain your Examples/Evidence, S-Summarize and Wrap-Up your response neatly.) Make sure to check grammar, punctuation, capitalization, and spelling as you go! Also, make sure this is the first entry on your Google Slides Digital Portfolio, on the Morning Meeting / CR Journal Page.

Contructed Response Heading (Date) - (Topic)
11 December 2018 - CSED Week Reflection

Constructed Response Question:  What is the reason we ask you to learn to code during Computer Science Education Week?  Why do you think it is important, and what types of coding/programming might be found in a future career you are interested in?

Mr. Scribner's Example Constructed Response:  (Click Here To See Website Example)

11 December 2018 - CSED Week Reflection
The reason students are taught to code, during Computer Science Education Week, is because there are so many ways that programming is part of our lives now.  Almost every tool we take for granted, as we look around, has some kind of computer component running code to help us complete tasks, make our lives easier, or moniter some critical piece of equipment we are using.  Almost every career field has software, hardware, and machines that make our work more productive, and allows us to reach new goals that we could not complete without the use of programming.  As an educator, there are new digital technologies that emerge faster than we can begin to use them.  We are training the students of today for careers that do not even exist yet! 

Now that you have tried Code.org's Dance Party, Kano's Street Artist, and some other tutorials, you should post some of your work on the new Digital Portfolio you created in class yesterday (Google Sites). Make sure you follow all the directions listed on yesterday's post (see below or click http://collegiumtech.blogspot.com/2018/12/digital-portfolios-using-google-sites.html) and add projects from all your other classes. This will be an great way to show off your work here at CCS-515! One of the most important things you should do is make sure your Career Education & Work (CEW Evidence) projects are populated to that page.

New Coding Projects For Week 2 of 
CSED Week in CSA Class!


Kano: "Anyone Can Make" - Mission Statement: The modern world is filled with billions of machines. 📱 But 1% of 1% of us can open them up, & change them. Now, a new generation is rising. They see this world as something to shape, not just use. Kano is a new kind of computer company. 💡 You make & code our technology yourself, with simple steps, stories, and play. You share your creations with others across the physical and digital world. We work with artists, misfits, technologists, and teachers in 86 countries. 🌍 Together, we'll demystify the modern world – and open up its creative power to all.

Tynker Hour of Code Page (Click Here):  With Tynker's revolutionary approach, kids learn to code using visual code blocks that represent real programming concepts. They progress to text languages like JavaScript and Python as they continue to play through 2,000+ interest-driven activities.

TynkerCad Autodesk (Click Here):  Tinkercad is a free online collection of software tools that help people all over the world think, create and make. We’re the ideal introduction to Autodesk, the leader in 3D design, engineering and entertainment software.

LearnPython.org:  Whether you are an experienced programmer or not, this website is intended for everyone who wishes to learn the Python programming language.


We have already used many of the Blockley-Style Programming tutorials found on Code.Org.  Now, without creating an account, try some of the tutorials on other programming languages found on freeCodeCamp.com.  Here is some basic information (taken directly from their About Us page) to get you started.  Good Luck!

What is freeCodeCamp?

We’re a community that helps you learn to code, then get experience by contributing to open source projects used by nonprofits.

How can you help me learn to code?

You'll learn to code by completing coding challenges and building projects. You'll also earn verified certificates along the way. We also encourage you to join a study group in your city so you can code in-person with other people.

Is freeCodeCamp really free?

Yes. Every aspect of freeCodeCamp is 100% free.

Can freeCodeCamp help me get a job as a software developer?

Yes. Every year, thousands of people who join the freeCodeCamp community get their first software developer job.

How can I get a job?

Most people get jobs through friends and hiring managers they know from coding events. There are also services that can help you get interviews.

How long will it take me to finish each of freeCodeCamp's certificates?

Each certificate takes around 400 hours of dedicated learning. Some people may take longer. These certificates are completely self-paced, so take as long as you need.

Is freeCodeCamp a replacement for a 4-year degree?

No. Please don’t drop out of college just to pursue freeCodeCamp. You can pursue both concurrently. Even though you don’t need a 4-year degree to work as a software developer, it still helps a lot.

Should I complete all of the coding challenges in order?

We’ve put a lot of thought into how we introduce concepts. But you’re free to jump around.

Where can I get technical support for using the freeCodeCamp.org platform?

Click The Link Below To Start:

You can also try www.W3Schools.com tutorials for many different programming languages.  There are also coding resources onhocphilly.strikingly.com

If you are super-advanced, and really want a challenge, 

The definitive JavaScript handbook for your next developer interview (14 minute read): https://fcc.im/2jwgTmL

Here are 450 free online programming and computer science courses you can start in December 
(browsable list): https://fcc.im/2A1x6Gs

Google Doc Link To Resources:

Bonus: Learn how to build an API using Node.js with this free in-depth YouTube tutorial (33 minute watch): 


Friday, December 7, 2018

Digital Portfolios using Google Sites (CCS.US) 18-19 S1

Resumes used to be the only tool you had to showcase your academic and professional achievements when you were looking for a new job. Today you have so many more options, one of which is to create a Digital Portfolio. This visual representation of your history and greatest achievements provides employers with proof of what you can do and helps them see why they should consider hiring you. It also sets you apart from all the other candidates who simply send in a resume and cover letter.


"If you’re in the process of developing a digital portfolio, you can’t afford to view it as a mere collection of work samples; you need to think of it as your preeminent marketing piece." 
- Ram Castillo (Award Winning Designer and Art Director)

"One of the inherent dangers with digital portfolios, for example, is that the technological novelty of the product could overshadow the purpose of the portfolio."
- Digital portfolios: fact or fashion?" by Helen Woodward & Phil Nanlohy
Resource:  https://www.tandfonline.com/doi/abs/10.1080/0260293042000188492?journalCode=caeh20

According to Inc. Magazine (Online) and the Young Entrepreneur Council you should turn experiences into a story worth sharing.  According to the article "How to Create a Digital Portfolio That Stands Out From The Pack", some of the main reasons to create a Digital Portfolio are to:

One of the best resources for creating a Digital Portfolio is at https://info.portfolium.com/blog/digital-portfolio-tips.  There are 10 PRO Tips that are discussed in the article that you should consider using in this project.

Here is the Process of Creating an Electronic Portfolio developed by Helen C. Barrett, Ph.D.:
  1. Creating an Interactive Portfolio with Google Sites
    1. 1.1 Getting started
  2. Keeping a Learning Journal
  3. Authoring an electronic portfolio
    1. 3.1 Create a first page - Introduction & Table of Contents
    2. 3.2 Set up a structure using goals (or themes) as organizing framework
    3. 3.3 Create one page for each section
    4. 3.4 Upload artifacts/create hyperlinks
    5. 3.5 Write reflections for each goal/skill and each artifact
    6. 3.6 Write future learning goals
    7. 3.7 Publish Portfolio - Seek Feedback
  4. Evaluating Portfolios


Step 1:  Sign-In to Google

Step 2:  Click your "Waffle" (Upper Right Corner) to open your list of Google Applications

Step 3:  Click on Google Sites

Step 4:  Watch The Video Below:

Step 5:  Design Your Site Heading
  1. Upper Left Corner - Change the Site Name to CCS Student Portfolio, and ADD a Logo of your choice.
  2. Change the Site TITLE to your Full Name.
  3. Move the Pointer to the Lower Left Corner of the Heading and choose the type of Image used for the Background.  You may also Click Header Type to change the Header area.
  4. Click on the TEXT BOX button (under Insert in the menu on the right side of the screen), and add space below the Header for a Personal Mission Statement / Memorable Quote / Job or Position you are interested in.
  5. Click on one of the Layouts (under Insert in the menu on the right side of the screen), and add an "ABOUT ME:" section below the Text Box.  See the sample site at https://sites.google.com/ccs.us/hscribnerportfolio/home for what to write in this section.
  6. Click on one of the Layouts (under Insert in the menu on the right side of the screen), and add an additional section for at least 2 of your most recent projects that you are proud of.
  7. Click the PAGES link in the menu to the right side of the screen.  Add a PAGE labeled "CCS-515 Projects".  Add TEXT Boxes for Title Bars, and Insert Sections to add all of your work for each project.  You can Upload files, or link directly to your Google Drive.
  8. Click the PAGES link in the menu to the right side of the screen.  Add a PAGE labeled "CEW Evidence".   Use this page to link/post information about anything that would qualify as evidence for PA Career Education & Work Standards.  These can include resume's, cover letters, career project investigation surveys or worksheets, individual assessment forms, and any other documents from work you have completed.  Remember, 8th-Grade students are required to have at least eight (8) items in this section prior to heading to high school.  You MUST have an Individual Career Plan started as well.  See your counselor for help with this.
  9. At any time during the design process you can click the PREVIEW Button and see what your site will look like. 
Once you are in high school, or with your parent's permission, create a personal Gmail Account and use the following link to transfer your work to your own account.  This way you will not lose this as you graduate, and stop using your ccs.us account:


You must have the following items for credit:

Header and Home Page:  Student must have a legible header with your site title (CCS Student Portfolio) and a small logo of some sort.  Student must also have a "Personal Mission Statement / Memorable Quote / Job or Position You Are Interested In" section.  The "About Me" section must include a tasteful, professional-looking picture of the student (Collegium I.D. picture is recommended), and a paragraph or two as outlined on Mr. Scribner's Sample Site.  Student must also have at least two (2) current projects outlined, with images, on the Home Page.  Make sure all titles and additional pages are accessible from this page.

Morning Meeting/CR Journal:  Student will create this page as a place-holder for Constructed Response Items, Journal, or other posts as required.  Student can use this space to comment on news, events, or other interests.  Make sure that anything posted is school-appropriate, and in good taste, even when it might be a controversial or inflammatory topic.  Be respectful at all times.

CCS-515 Projects Page:  Student must add sections for Computer Skills & Applications or STEAM-E, and include enough sections for every project to date.  Student should review their Google Drive and the Class Assignment Site's Archive Section (collegiumtech.blogspot.com) to make sure they have all the previous projects.  Add additional sections for other classes.  There should, at minimum, be spaces for English Language Arts, Social Studies, and Science.  Make sure to LINK any work from your Google Drive for each class.

CEW Evidence Page:    Students should scan any external document to their Google Drive prior to adding them to this page (Try to add them as a PDF).  Make sure to add all items from CSA or STEAM-E classes that qualify as CEW Evidence here, instead of on the previous page.

Additional pages may be created for other projects, specific reasons, or at the request of other teachers.  This site should be updated regularly with new work, and evidence for PA CEW Requirements.  Use this site to reference work during interviews for jobs or college entrance meetings.  Make sure that your parents see this site, and approve of anything you post.

When You Click "PUBLISH" You Must Title Your Page Using Your First Initial and Last Name.  See Example Below:


Wednesday, December 5, 2018

Learning To Code (Part 2) - Computer Science Education Week

Here it is!  So close to the holiday season, and we are now in the middle of Computer Science Education Week.  Please visit csedweek.orgcode.org, and hourofcode.com to find a wide array of projects for you to complete in class, and at home.  Make sure you are spending some time at home showing your parents (and other family members) how cool is is to learn how to be a programmer!

There is a wealth of information about careers, opportunities, and other ways to learn to code!  Use the information found at code.org/promote to help learn about what your states are doing to increase learning opportunities for students who want to learn about computer science.

Want to Work For Google Someday?
Watch The Video Below To Get Started!

Once you have looked at some of the resources above, and we have discussed them as a class, you have a choice to work on the following items for credit this week:

Project 1:  Try the Celebrity Challenge:  Go to code.org/challenge and create an app, game, or design with Code.org and tag #HourOfCode and one of our special guests for a chance to win a video chat for your classroom!  SHARE a link to your project with Mr. S (hscribner@ccs.us) for credit.

Project 2:  Go to the KANO, Anyone Can Make website and complete the Street Artist Hour of Code tutorial.  You must SHARE your project by creating an account, and emailing a link to your project to Mr. S (hscribner@ccs.us) for credit.

Project 3:  Use your creativity and imagination to bring the Google logo to life using code. Make the letters dance, tell a story or create a game. With Scratch and CS First, anyone can become a designer and programmer for the day!  Go to the GOOGLE LOGO Link to get started.  You must take a screen shot (or video if necessary) of your Google Logo Design and email it to Mr. S (hscribner@ccs.us) for credit.  CLASS LINK FOR CSA 18-19 S1 (Click Here)

Project 4:  Choose any other tutorial found on hourofcode.com, get a project pre-approved by Mr. S, and Share it for credit!  You can also use freecodecamp.org or w3schools.com, or any other online tutorial that you show Mr. S prior to starting.  Make sure your content is appropriate for school!  You get extra credit for sharing a new source, tutorial, or application I have not seen yet!

Project 5:  CodeCombat - You can log into CodeCombat (Click Name) and learn to code using Python, Javascript, or Coffeescript.  Check it out, and SHARE your progress with the class!

COOL NEW SPECIAL PROJECT:  MICRO-BIT Build a Virtual Pet using code!  
Click the link here https://groklearning.com/hoc/activity/virtual-pet/ and check it out!

When posting your work to Padlet (see link above), you need to include your initials, the Class and Period you are in the Tech. Lab, a brief description, the link to your project, and a picture of some kind.  See my example, or ask if you have additional questions.  You should also email Mr. Scribner (hscribner@ccs.us) the link to your active projects.  Have Fun With This Project!

Have a great week and ENJOY this time learning to code in our class!

- MR. S

Monday, December 3, 2018

Computer Science Education Week 2018! 18-19 S1

Computer science drives job growth and innovation throughout our economy and society. Computing occupations are the number 1 source of all new wages in the U.S. and make up over half of all projected new jobs in STEM fields, making Computer Science one of the most in-demand college degrees. And computing is used all around us and in virtually every field. It’s foundational knowledge that all students need. But computer science is marginalized throughout education. Only 35% of U.S. high schools teach any computer science courses and only 8% of STEM graduates study it. We need to improve access for all students, including groups who have traditionally been underrepresented.

Computer science in Pennsylvania: 

Pennsylvania currently has 20,555 open computing jobs (3.7 times the average demand rate in Pennsylvania).

The average salary for a computing occupation in PA is $87,822, which is significantly higher than the average salary in the state ($48,760).

The existing open jobs alone represent a $1,805,174,632 opportunity in terms of annual salaries.

Pennsylvania had only 2,969 computer science graduates in 2015; only 20% were female.

Only 3,058 exams were taken in AP Computer Science by high school students in Pennsylvania in 2017 (1,952 took AP CS A and 1,106 took AP CSP).

Only 22% were female (18% for AP CS A and 28% for AP CSP); only 146 exams were taken by Hispanic or Latino students (91 took AP CS A and 55 took AP CSP); only 84 exams were taken by Black students (48 took AP CS A and 36 took AP CSP); only 2 exams were taken by American Indian or Alaska Native students (1 took AP CS A and 1 took AP CSP); no exams were taken by Native Hawaiian or Pacific Islander students.

Only 206 schools in PA (26% of PA schools with AP programs) offered an AP Computer Science course in 2016-2017 (23% offered AP CS A and 11% offered AP CSP), which is 37 more than the previous year.

There are fewer AP exams taken in computer science than in any other STEM subject area.

Universities in Pennsylvania did not graduate a single new teacher prepared to teach computer science in 2016.

What can you do to improve K-12 CS education? 

1. Call on your school to expand computer science offerings at every grade level.

2. Ask your local school district to allow computer science courses to satisfy a core math or science requirement.

3. Visit www.code.org/educate/3rdparty to find out about courses and curriculum from a variety of third parties, including Code.org.

4. Visit www.code.org/promote/PA to learn more about supporting computer science in your state.

5. Sign the petition at www.change.org/computerscience to join 100,000 Americans asking Congress to support computer science.

According to a representative survey from Google/Gallup, school administrators in PA support expanding computer science education opportunities: 71% of principals surveyed think CS is just as or more important than required core classes. And one of their biggest barriers to offering computer science is the lack of funds for hiring and training teachers.


Follow the directions, at the link provided, to begin coding your very own Dance Party!

Step 1:  Sign Into Your Code.Org Account (Using your CCS.US Account)

Step 2:  Go To code.org/join and enter the code below:

When you finish the tutorial, use the instructions given in class to print your Certificate of Completion.  MAKE SURE YOU COPY THE LINK TO YOUR PROJECT AND EMAIL IT TO MR. SCRIBNER (hscribner@cvcs.us) FOR CREDIT!  You should also use the buttons provided to send your personalized Dance Party to your parents (email or text).  For additional learning, please try to complete the KEEP ON DANCING tutorial on your own!  Have Fun, and Good Luck!  - Mr. S


If you cannot access Code.Org, TRY THIS:


CSTA K-12 Computer Science Standards (2011)

CD - Computers & Communication Devices
CI - Community, Global, and Ethical Impacts
CPP - Computing Practice & Programming

ISTE Standards for Students

1 - Creativity and Innovation
4 - Critical Thinking, Problem Solving, and Decision Making
6 - Technology Operations and Concepts

Common Core English Language Arts Standards

L - Language
RI - Reading Informational
SL - Speaking & Listening

Common Core Math Standards

MP - Math Practices
OA - Operations And Algebraic Thinking

If you are interested in licensing Code.org materials for commercial purposes, contact us.

Wednesday, November 28, 2018

NGPF 2018 PAYBACK Challenge 18-19 S1

Featured in the New York Times, our paying-for-college game PAYBACK has been played by over 150,000 students in just 3 months since launch! Teachers are saying, “It was an amazing game. All of my students were so highly engaged that it was time to go to lunch and none of them wanted to leave," AND "They loved that the game made them confront the money challenges of college but also helped them build the skills to survive and thrive.”  

Here is how to play (Yes, This is a class assignment as well):

Students Play PAYBACK (Click Here)
A single game-play takes 15-20 minutes, but you may also use a full 50-minute period by playing the game twice

Teachers: You can also use this corresponding classroom activity to support your students as they play the game.
Students Write Short Essay (GOOGLE DOCUMENT)
Use this Essay Template to create a 250 word essays that respond to this writing prompt: 
"How could you use the online game, PAYBACK, to have a conversation with your parent/guardian about paying for college?"
CRITERIA: Essays will be evaluated on the following:
  • Indicates an understanding of key concepts learned by playing the game PAYBACK.
  • Addresses concerns their parents/guardians may have about this sensitive topic. 
  • Takes a creative approach to engaging parents/guardians in a conversation about college. 
R-Repeat The Question, A-Answer The Question, C-Cite Your Evidence/Examples, E-Explain Your Evidence/Examples, S-Summarize Your Thought (Wrap-Up)

SHARE Your Essay With Mr. Scribner (hscribner@ccs.us) For Credit!

Scholars will use the online simulation "PAYBACK" to begin learning about the basics of how the choices they make for higher education can affect them financially.  This simulation, and associated standards for this assignment, will help them meet PA CEW Academic Standards, and also help students hone their skills for writing and information retention after participating in the simulation.  Students should reflect on this simulation, and use it as a prompt for conversation at home about the real costs associated with higher education, careers, and their future choices.


Scholars will follow all directions log into their Google Account and then begin working on the NexGen Personal Finance Simulator (PAYBACK).  Scholars will spend 15-20 minutes completing the simulation.  When complete, scholars will download a copy of their final worksheet.  This image will be uploaded to their "CEW Evidence 515" folder in their Google Drive and SHARED, for credit, with Mr. Scribner (hscribner@ccs.us).  Scholars will then create a GOOGLE DOCUMENT titled 

"(LastName) PAYBACK P? S2" and write a 250-word essay using the prompt listed above.  
Scholars may use the EXAMPLE for reference, but must write this essay in their own words.
The essay must be SHARED with Mr. Scribner (hscribner@ccs.us) for credit as well.

Tuesday, November 27, 2018

BASIC BANKING: NEXTGEN Personal Finance Simulation Project (Middle School) CCS

If you do not finish all assigned tasks before the end of the class, you must complete them on your own time. If you are finished early you may work on Khan Academy or typing.com (lessons only), or work for another class.

Please Take This Survey Prior To Starting (Click Link Below)

Bank Accounts – Teens should know how a bank account works and the fees associated; not only the account fees and how they incur (min balance amounts, activity fees, etc.), but also the ATM fees. Young people tend to like to do things online so they can search for a low cost, basic online checking account. And while check writing may someday be obsolete, don’t forget to show them how to write a check and explain how it works. Also, review how debit cards work, how to safeguard all their information, and how too many swipes at the checkout counter can lead to costly and embarrassing overdraft charges.
Resource: https://www.forbes.com/sites/markavallone/2016/06/07/five-financial-concepts-your-teens-should-understand-before-high-school-graduation/#54a5b6fc4eab

Please Follow ALL DIRECTIONS on the RolePlay Document located at:

Each student will click the link above and follow ALL DIRECTIONS! You will be learning, if you have never done it before, how to use an ATM, Write A Check, Deposit A Check, Make A Payment, and Pay Online Bills. Each activity has a link to a resource or simulation. You may complete these steps more than once to make sure you understand how to do these simple banking transactions.

Please click FILE, and MAKE A COPY of this document before beginning. Make sure you SHARE this document with Mr. Scribner (hscribner@ccs.us) for credit. Try to use the R.A.C.E. Response Method when answering the questions. (Restate the question, Answer the question, Cite your evidence/examples, Explain your evidence/examples)

Scholars will use the online simulation "BASIC BANKING" to begin learning about the basics of how to use basic banking procedures and processes. This simulation, and associated standards for this assignment, will help them meet PA CEW Academic Standards, and also help students hone their skills for writing and information retention after participating in the simulation. Students should reflect on this simulation, and use it as a prompt for conversation at home about the real costs associated with higher education, careers, and their future choices.


Scholars will follow all directions log into their Google Account and then begin working on the NexGen Personal Finance Simulator (BASIC BANKING). Scholars will spend 15-20 minutes completing the simulation. Scholars will then create a GOOGLE DOCUMENT, using the provided link, name it correctly, and SHARE it for credit.
"(LastName) P? S2" prior to title, and complete each question listed on the document. 
Scholars may use the EXAMPLE for reference, but must write this essay in their own words.
The essay must be SHARED with Mr. Scribner (hscribner@ccs.us) for credit as well.

Monday, November 26, 2018

SPENT: A NEXTGEN Personal Finance Simulation Project (Middle School) CCS 18-19 S1

If you do not finish all assigned tasks before the end of the class, you must complete them on your own time.  If you are finished early you may work on any previous assignment you owe, khan academy, typing.com (lessons only), or work for another class.

The Inquiry below is intended to help introduce students to the decisions people have to make everyday when they are living paycheck to paycheck. The Supplemental Resources are provided only to support the Inquiry, but the Inquiry is a comprehensive lesson on its own.

In this Inquiry, students will use a simulator to roleplay an adult trying to make ends meet when they don’t have a surplus of finances. In the process, students will learn about how their decisions impact the people around them and their ability to pay for the necessities each month as well as the pressures and decisions that many people face in this situation. Through this Inquiry, they will learn to use wise spending and saving habits, empathize with those dealing with the living wage, and assess the options people have when they are having financial difficulties.

Make Sure You Click On The ROLEPLAY Inquiry Simulation Link Below, Click FILE and MAKE A COPY, and SHARE it with Mr. Scribner (hscribner@ccs.us) for credit!

Learning Objectives:
  • Students will experience the circumstances of budgeting on the living wage.
  • Students will reflect on the impact of the decisions they made in order to learn from them for the future.
  • Students will explore the difficulties of living paycheck to paycheck and learn from the options they face as well as mistakes they make.
  • Students SHOULD Play the Game a SECOND Time after recording their answers to more fully understand some of the alternate choices in the simulation.

Complete The Google Document Worksheet As You Complete The Online Simulation. Please Answer All Questions In COMPLETE SENTENCES! Try to use the R.A.C.E Response Method (Repeat the question, Answer the question, Cite your evidence/examples, Explain your evidence/examples) Make sure you SHARE the Google Document with Mr. Scribner (hscribner@ccs.us) for credit.


Alignment to Anchor Standards for Reading:
Read closely to determine what the text says explicitly and to make logical inferences from it.
Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words..

Alignment to Jump$tart Spending and Saving Standards:
1b: Analyze how spending and saving behavior can affect overall well-being.
1c: Discuss the components of a personal spending plan, including income, planned saving, and expenses.  
Alignment to Jump$tart Risk Management and Insurance Standards:
1b: Predict the consequences of accepting risk with insufficient or no insurance.
1c: Illustrate how to use insurance to share the risk of financial loss.
Supplemental Resources:
*Note: These supplemental resources are a work in progress and will be finalized soon!

Video: Just In Case
This video from Cha-Ching is a fun way for students to explore why they should think about having an emergency fund or getting insurance in case issues they can’t plan for arise!
Suggested Follow Up Questions: 1) What are some examples of reasons you might need an emergency fund or insurance from the video? 2) Why do you think people say “plan for the worst” based on what you learned from the video?

Interactive: PlayInsure
This game allows students to learn about Auto Insurance and Homeowner's Insurance by letting them roleplay as an insured party  that encounters many different scenarios. This allows students to see the different plan options, why insurance costs a certain amount, and when it is useful. Since the game is created by the Texas Department of Insurance, it focuses on that state, but it is a great learning tool for students regardless of location.
  • Teacher Tip: Both the Auto Insurance and Homeowner’s Insurance games are very long (30 days) so they are quite repetitive. You might want to tell the students to play for something like 10-15 days!

Video: Payday Loan Advertisement
This Payday loan advertisement tries to sell people payday loans. In the process, it outlines why payday loans exist and why someone living paycheck to paycheck might feel the need to use one. Students might not understand what the big issue with payday loans is given the tone of the video, so discussion afterwards will help them understand.
Suggested Follow Up Questions: 1) How are payday loans different from borrowing money for something like college or a house? 2) Why might someone be searching for a loan like this? 3) What are the 2 qualifications needed to get a payday loan? Why do you think the companies don’t require more info from the borrower? 4) What do you think are the downsides of taking out a payday loan?

Comprehension Questions: Spent Kahoot
This kahoot is a fun way to assess students on their understanding of the terms and concepts they learned in this lesson.
This project taken directly from https://www.ngpf.org/courses/middle-school/

CCS Tech Lab 352 Calendar

CSED 2018 Padlet of Projects

Made with Padlet

UN Global Sustainability Goals Project Map

CCS Hall Pass Form

What's So Cool About Manufacturing?

Glenn Casey

Word Counter For Text

This free script provided by JavaScript Kit

Integrity (13 Characteristics)

13 Characteristics of People Who Have Integrity

1. They Value Other People's Time: They value their own time so they also value the time of other people. They know you have plenty of other places you need to be and won’t hold you up. If you spend time with them, it is likely they will thank you for that as well.

2. They Give Credit Where It Is Due: They do not take credit for things they did not do. They will always credit those who deserve it. If you help this person with a project he or she will likely mention your name so you can take credit for your work.

3. They Are Authentic: They are their truest forms. You won’t catch them in a lie or being fake.

4. They Are Always Honest: They are honest people that feel no need to lie as it is important for them to get to where they need to get in life honestly.

5. They Never Take Advantage Of Others: They are not the kind of people who will take advantage of someone else. They love to build people up and help them get where they need to be. Taking too much from someone else will never be an issue with someone who has a lot of integrity.

6. The Do Not Argue Over Disagreements: They will talk through things in a civil manner or not talk at all. You cannot and will not force this person into arguing over something completely ridiculous. I find this to be a very respectable trait.

7. They Give Most People The Benefit Of The Doubt: They try to see the good in everyone. I think this is because they feel like maybe there are more people in this world that also have integrity. That being said, if you take advantage of them too much they will get rid of you.

8. They Know When Something Is Bothering Someone: They have a great intuition that lets them know when something is going on. If someone is down in the dumps they will notice. Chances are they will actually do what they can to cheer you up.

9. They Believe In Others: They accept your word as truth until it is dis-proven. That being said, they do not take lying well. And once you lie to them, it is unlikely that they will ever take your word again.

10. They Apologize First: If they have done something wrong they will come to you and apologize. This is just how they are. They own up to their mistake and try to make things right.

11. They Are Humble: They do not quite know their own worth. While they are very important and do so much good they don’t quite see it. You should remind them of it.

12. They Do Good When They Can: They are always helping other people. They love to know that they have improved someone’s life. It gives their lives meaning.

13. They Are Always Kind To Those Who Need It: Giving kindness can go a long way. When someone looks like they need a little pick me up these people deliver. They can brighten up almost anyone’s day.

If you are someone who has true integrity, thank you for being who you are and thank you for all that you do. You really do actually make a difference in society, please keep up the good work. If you feel no one else is proud of you, know that I am.

Journal Entries 2012-2013

1. Introduction (9/10/12 - Weebly Journal)
2. 9/11 Reflection (9/11/12 - Email Instructor)
3. Internet Safety (9/19/12 - Weebly Journal)
4. Violence (9/20/12 - Weebly Journal)
5. Taylor Mali Conviction (9/25/12 Email Instructor)
6. 12x12x12 (10/1/12 - Weebly Journal)
7. Habit #1 Reflection (10-9-12 - Weebly Journal)
8. Habit #2 Reflection (10-24-12 - Weebly Journal)
9. Habit #3 Reflection (11-9-12 - Weebly Journal)
10. Interview a Veteran (11-12-12 - Email Instructor)
11. Digital Photography Reflection (11-19-12 Weebly)
12. Habit #4 Reflection (11-27-12 - Weebly Journal)
13. New Years Resolutions (01-03-12 - Weebly Journal)
14. Habit #5 Reflection (1-9-13 - Weebly Journal)
15. College Inquiry Project Reflection (1-14-13 - Weebly)
16. Habit #6 Reflection (2-6-13 - Weebly)
17. Habit #7 Reflection (2-11-13 - Weebly)
18. Indian Talking Stick (Covey) (2-20-13 Weebly)
19. Historical Figure Reflection (3-4-13 Weebly)
20. Investing vs Gambling Reflection (4-8-13 Weebly)
21. Poverty On My Block (4-15-13 Weebly)
22. Apartment Utility Cost Summary (5-13-13 Weebly)
23. Memorial Day Reflection (5-24-13 Weebly)

Total Pageviews

CCS Tech Badge