This lesson gives students time to familiarize themselves with the process of making event-driven apps before we move on to deeper content. They will design and create a (minimum) 4-screen app on a topic of their choosing. There are some other constraints on the project to help guide students in their thinking. Students are also encouraged to do independent work, but alongside a "coding buddy" or "thought partner" to be a help along the way.

**Note:** This activity **is not intended to be a Practice PT** but could be used similarly. The aim is to give an opportunity to get comfortable with Design Mode and the structure of event-driven programming in a creative way. Another goal is to intentionally build in an environment of informal collaboration, even when doing individual work. Suggestions for containing the scope of the project and amount of time allocated to it can be found in the lesson plan.

In this lesson, students add variables to two different exemplar apps to keep track of a score, or a count of some number of button clicks. The major topic is **variable scope** and understanding the differences, benefits, and drawbacks, of using global versus local variables. This lesson focuses more on using global variables, since in event-driven apps that’s what you need to keep track of data across multiple events.

The very basics of a **simple if statement** are also presented in this lesson, mostly to highlight the difference between the = and == operators. Finally, students are asked to apply what they’ve learned about variables, scope, and if statements, to make their own “clicker” game modeled after one of the exemplars they saw during the lesson.

It is finally time for students to take on the Explore Performance Task. For a minimum of 8 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).

The lesson includes reminders about how you can interact with students while they are working on their projects, and suggestions about time line. The Explore PT requires a minimum of 8 hours of class time. At the end, students will submit their computational artifact and written responses through their AP digital portfolio.

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.

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.

This is a project for Spanish 2 that is the culmination of a unit on reflexive verbs/daily routines. To show their understanding of reflexive verbs and speaking about routines, students will use iMovie to create a "day in the life" video describing their routines. This lesson is intended to be used with iPads, specifically with the applications Pages and iMovie. Creative Commons image credit: "film" by popturfdotcom is licensed under CC BY 2.0.

Genuis Hour project idea for ELA researching a topic of student's choice regarding WWII and/or the Holocaust. Preview image Photo by Karsten Winegeart on Unsplash

Students should have autonomy in their learning and be given the opportunity to light their interest in learning about something that intrigues them. At times they don't know how to start this process or to do it effectively to find their answers. In this Genius Hour Introduction and Plan students will learn how to research, find answers and create a project that they can share with others to share what they learned while taking autonomy in their learning.  Thumbnail image link website. 

Students will take photos of polygons in the real world, find their perimeter, and present their photos and findings in an Adobe Spark creation.