This lesson centers around the How AI Works: Privacy and the Future of Work video from the How AI Works video series. Watch this video first before exploring the lesson plan.

In small groups, students conduct research using articles and videos that expose ethical pitfalls in an artificial intelligence area of their choice. Afterward, each group develops at least one solution-oriented principle that addresses their chosen area. These principles are then assembled into a class-wide “Our AI Code of Ethics” resource (e.g. a slide presentation, document, or webpage) for AI creators and legislators everywhere.

This lesson can be taught on its own, or as part of a 7-lesson sequence on How AI Works. Duration: 45 minutes

On this episode of UEN PDTV, Katie Blunt travels to Manti Elementary where computer science specialist, Julia Bratton, demonstrates how she incorporates critical thinking, project-based learning, and computational thinking into her classroom.

Aperçu : Bienvenue dans les leçons de codage Make Stuff Move. Cette première leçon va vous montrer comment définir la couleur et la luminosité du pixel et l'allumer sur notre bouclier d'animation Make Stuff Move.

Deesués de completar Rompecabezas de Programación para todos, los estudiantes pueden dar el siguiente paso en sus caminos de aprendizaje con Aventuras de Programación para todos. Las lecciones de esta guía les presentarán a los estudiantes conceptos de programación más avanzados. Usarán una variedad de contenidos de Swift Playgrounds para experimentar con código y expresar sus ideas creativas. Además, aprenderán sobre el proceso de diseño de apps a medida que llegan al proyecto final.

After Everyone Can Code Puzzles, students can take the next step on their coding journeys with Everyone Can Code Adventures. The lessons in this guide will introduce students to more advanced coding concepts. They'll use a variety of Swift Playgrounds content to experiment with code and express their creative ideas. And they'll learn about the app design process as they build up to their final project.

In this lesson students will learn how to use the internet to spark their curiousity, as well as take a critical look at their information sources.

Anyone can learn to code on iPad or Mac with these 10 activities designed for beginners ages 10 and up.

This lesson is for students who are very familiar with CSfirst or Scratch, and is intended to deepen and assess their familiarity with the blockly code language used in both. First the class discusses what "reverse engineering" is and why is is beneficial to them. Then, they will work in groups to recreate an example scene playing on the main screen, one sprite at a time. At the end, the students will compare their work to the code from the example project and discuss any differences that make the code work better, worse, or more efficiently. They will share the link to their group project to turn it in.

This lesson is for students who are very familiar with CSfirst or Scratch, and is intended to deepen and assess their familiarity with the blockly code language used in both. First the class discusses what "reverse engineering" is and why is is beneficial to them. Then, they will work in groups to recreate an example scene playing on the main screen, one sprite at a time. At the end, the students will compare their work to the code from the example project and discuss any differences that make the code work better, worse, or more efficiently. They will share the link to their group project to turn it in.

MyCS is a middle years computer science curriculum, created by the
San Francisco Unified School District (SFUSD) in 2017, and based on a curriculum originally created by Harvey Mudd College. The lessons highlight the personal relevance of computer science to middle school students and attempt to present CS as a fun, creative, and collaborative discipline. The curriculum was designed to be implemented as a discrete introductory computer science curriculum, taught every day for variable lengths.

This guide is a collection of ideas, strategies, and activities for an introductory creative computing experience using the Scratch programming language. The activities are designed to support familiarity and increasing fluency with computational creativity and computational thinking. In particular, the activities encourage exploration of key computational thinking concepts (sequence, loops, parallelism, events, conditionals, operators, data) and key computational thinking practices (experimenting and iterating, testing and debugging, reusing and remixing, abstracting and modularizing). Learn more about computational thinking – what it is and how to assess its development in learners – from resources in the appendix or by visiting http://scratched.gse.harvard.edu/ct

In this video from Science City, Shaundra Bryant Daily, an electrical engineer, describes a software program she developed to help girls reflect on their emotions, and how her two passionsí_í_íŹscience and danceí_í_íŹare connected.

The Software Engineering Program (SEP) is a multi-year, comprehensive, standards-aligned computer science education program for grades 6 to 12. The goals of the program are:

-Increase the number of high school graduates, particularly from traditionally underrepresented groups, that are ready to pursue new and emerging technology-driven roles across industries.

-Develop student computational thinking and problem-solving skills in real-world contexts.

The SEP curriculum gives students instruction and experience in the following areas: computer programming, robotics, web design, physical computing, and game design. SEP students participate in local and central hackathons, and in work-based experiences with major industry leaders and partners.

On this episode of UEN PDTV, coding extends to elementary schools in Juab County. Michael talks to Heather Westring, a computer lab tech, and Krystle Bassett, innovation specialist, who have both seen how early exposure to coding has helped students become independent and engaged at all levels.

On this episode of UEN PDTV, Michael travels up to North Logan to visit a computer science class at Green Canyon High School. Alison Ence, a computer science teacher, is learning with her students about the vast capabilities of virtual and augmented reality. Her students are not only using VR in the classroom, but coding VR in the classroom. We find out that limitations don’t exist in this field beyond the scope of your own imagination.

On this episode of UEN PDTV, Michael visits Upland Terrace Elementary School to learn how teachers are integrating core curriculum studies with video games. With Minecraft EDU, students can build entire worlds to put what they learn from school into action.

This curriculum was to build a 7-week CS curriculum for the Utah Valley University Pre-freshman Engineering Program (UVU PREP) for the summer of 2018 that encompasses more emerging technologies, high-demand programming languages, and student-centered pedagogy to help develop students' interest in CS. The implementation and evaluation of the lessons that were created suggest that a more inquiry-based approach with the support of robotic hardware could be an effective way to increase student interest in CS and help alleviate workforce shortages and invite more diversity to the field.

"Aperçu: Les chenilles sont si simples dans leur mouvement, ce qui en fait un défi amusant de construire et d'animer leur déplacement. La chenille déplace son poids pendant son "pincement/pliage" pour pousser l'avant et tirer l'arrière.

COMPÉTENCES + OBJECTIFS
Construction
-Construire le projet en suivant les instructions d'assemblage
Menuiserie
-Principes de base de la menuiserie et quincaillerie
Animation
-Apprendre à animer un cycle de mouvement pour créer un mouvement continu.
& Plus !

** Des kits sont disponibles à l'achat sur makestuffmove.com **"