STEAM
UPDATE 3/18/2020: I am no longer requiring my STEAM students to submit work because I don't think we will be back to school by the end of the Cycle. I also spoke to Guidance and the Administration about this and they agree. Some of you do not have the best grades due to behavior, etc.... If you submit work, I will count it and your grade will go up! If you're happy with your grade, it's fine. I want you to all be safe and healthy! The work I assigned is not very hard. I would suggest doing work until you have an A!!!
- SWBAT: Create an animation programmatically (versus using a timeline).
- SWBAT: Create original sprites, with at least two costumes, using the Scratch sprite editor.
- SWBAT: Edit existing sprites, and their associated costumes, to create new sprites.
- SWBAT: Design scripts that utilize motion, looks, sound, pen, control, sensing, operator, and variable blocks.
- SWBAT: Record narration with a microphone.
- SWBAT: Use computational thinking skills to create the following original projects: 1) Animate a scene with original sprites. 2) Animate your name. 3) Create an interactive greeting card (preferably with your image). 4) Tell a story.
DAY 1
Like it says on the image, create a program just using these 10 blocks. Each one must be used at least once! You can use any sprite or background that you choose.
THE PROJECT MUST RUN FOR AT LEAST 10 SECONDS!!!
DAYS 2 & 3
Create a storybook!
Watch the 'Make a story' introductory video on this page: scratch.mit.edu/help/videos/# (near the middle)
The story must include:
1. 2 students in our class
2. a unicorn
3. all sprites must move a little
4. There should be a brief conversation about STEAM
DAY 4
- Log in to your account on scratch.mit.edu
- click Create to start a new project
- click the question mark in the upper right corner, then click Step-by-Step, then 'Create a Pong Game'. Follow the steps in this tutorial.
- Here is another tutorial: http://scratched.gse.harvard.edu/sites/default/files/scratch-lesson-7-the-pong-game.pdf
DAYS 5 & 6
DANCE TO THE BEAT!
Go to the following link for the instructions. There is also a tutorial on scratch!
http://scratched.gse.harvard.edu/sites/default/files/learn-scratch-lesson-3.pdf
DAYS 7 & 8
Read the following article about the Coronavirus: https://www.archyde.com/how-the-coronavirus-hijacks-your-cells/
Answer these questions while/after reading the article. E-mail me the responses (either directly on the e-mail or you can type a Word document and send that to me).
1. How does the coronavirus enter and leave the body? Based on that information, what are ways to prevent the coronavirus from entering your body?
2. Why don’t antibiotics work against viruses? Are there any medications that treat viral infections?
3. How does the coronavirus infection progress and spread through the body?
4. What does the immune system do to try to fight the virus?
5. How might a vaccine be able to prevent the coronavirus? Use your knowledge of how the flu vaccine works to support your point.
DAYS 9 & 10
Read the following article:https://nbb.cornell.edu/sneezing-dogs-dancing-bees-how-animals-vote
Answer these questions while/after reading the article. E-mail me the responses (either directly on the e-mail or you can type a Word document and send that to me).
1. How do groups of meerkats decide which direction to move? Have you ever used a “quorum response” in your own life? What are the advantages and disadvantages of this approach?
2. How do honeybees decide which hole or hollow to start a new home in? What lessons about the role of conflict in a democracy can we learn from honeybees, according to Thomas D. Seeley, a Cornell University biologist?
3. How do African wild dogs decide when to hunt? What is the role of dominant and subordinate dogs in the process?
4. What can we learn about consensus building from baboons?
5. What did you learn from the article? What was most interesting, memorable or surprising? What can we learn from the animal kingdom that can offer lessons to our own decision-making process?