it's that time of year . . .

http://sd.keepcalm-o-matic.co.uk/i/keep-calm-its-nearly-holiday-time.png

Christmas games and activities:

 

1.Vocabulary - http://www.anglomaniacy.pl/christmasTopic.htm

2.Send an e-card:  http://www.care2.com/ecards/

3.Norad Tracks Santa - this is a really nice site with lots of activities for kids: http://www.noradsanta.org 

4.The Fun Christmas Site For Kids - lots of possibilities including recipes, crossword puzzles, Christmas hangman, word scrambles and more . . . http://www.topshelfmarketing.com/christmas/ , 

5.Christmas Printable Worksheets - more anagrams, crosswords, cryptograms, sudoku, http://www.dltk-holidays.com/xmas/worksheets.htm

Evaluate

http://foodstorageandbeyond.com/wp-content/uploads/2010/09/evaluate-adjust.jpg

Feedback - Gathering feedback is an important part of evaluating any project.

Today we are going to gather feedback on our Design Cycle cartoon.

1. Show your Design Cycle cartoon to 5 classmates and ask them to answer the questions you made in the Investigate step.
2. Then write about what your classmates said about your cartoon. (Did it meet your design specifications? Why or why not?) Also say how you could improve your cartoon.
3..  Evaluate your own performance in the Investigate, Design, Plan, Create stages of the Design Cycle.
4. Draw a picture to say if you have completed your unit goal.

IB Learner Profile: Reflective

Learning objective:  The student will: carry out tests to compare the product/solution against the design specification; consider the success of the product/solution based on testing; consider the impact of the product/solution on the OIS community; explain how the product/solution could be improved. 

Create

http://team-t-adventures.blogspot.pt/2010/11/create-mini-canvas-easel.html

15 minutes typing

Begin to CREATE your cartoon. (hooray!!!!!!)  
1.Use your plan and follow step-by-step.
2.Write a paragraph saying if your plan worked EXACTLY.  If not, say what went wrong. Also mention any changes you made.

Remember Year 7, your plan probably won't work exactly.  Reflect on this.  As you gain experience using computer tools and techniques your Plans will become better

IB Learner Profile - Knowledgeable

Learning Objective: The student will with guidance, consider the effectiveness of the plan and make suitable modifications AND understand the importance of plans and , with guidance, follow the plan to produce the product/solution.

Plan

1.  15 minutes typing (if you haven't finished your designs please finish designs)
2.  Year 7 it all begins with a plan!

PLAN - Criterion C

1. Resources: 

2. Now, make a step-by-step plan of what you will do to create your cartoon AND estimate how long it will take you.

Example:
1. Open ToonDoo (http://www.toondoo.com) (1 minute)
2. Open an account (10 minutes) or Log In (1 minute)
3. Click on ToonDoo Maker, Create your own comics (1 minute),
4.

Continue on until you have completed all the steps you think you will need and the time that it will take you. (You may open the cartoon website and practice while you are making the plan.)

Finish your step by step plan.

3. Write a paragraph saying why you think your plan will work. Include the fact that you have done a tutorial, have made a practice cartoon, and had the cartoon programme open when you were making your plan.

IB Learner Profile - Knowledgeable

Learning objectives: develop a basic time line and write instructions for making the product/solution.

Design 2

http://jacopofarina.files.wordpress.com/2008/09/design-is-all-about-colors-and-shapes.png

Year 7

1.  15 minutes Typing
2.  Let's finish the Design;-)


a.  Look at each design and make sure that it has all your design specifications,
b.  On each design write the following:  Design 1 (or 2, or 3) meets my design specification because it includes (then write each of your design specifications),
c.  Look at each design.  Choose the design you are going to make.  Write a few sentences saying which design you will ultimately make.  (You can start like this:  I will use Design 1 to make my door hanger  because . . .)

IB Learner Profile: Inquirer

Learning Objective:  The student will create designs and communicate them using different forms and conventions, and compare the designs against the design specification.

Design 1

http://blog.echoenduring.com/wp-content/uploads/2010/05/what-is-design.jpg

Year 6 you have finished your Criterion A - Investigate.  Well done!

1.  15 minute typing
2.  On to the  DESIGN - Criterion B - maximum 6 points

Youu are to make 3 possible designs that meet the design specification using paper and markers. Then you will  evaluate each against the design specification.  

Remember your design specifications.

INVESTIGATE,  DESIGN,  PLAN,  CREATE,  EVALUATE

Name them Design 1, Design 2 and Design 3.  

Make sure your name is on each design.

Then, evaluate both against the design specification. (*Example: Design 1 meets the design specification because it includes all 5 stages of the design cycle, is colourful, and is kid-friendly.)

IB Learner Profile: Inquirer

Learning Objective:  The student will create designs and communicate them using different forms and conventions, and compare the designs against the design specification.

Investigate, it's as easy as 1, 2, 3

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Year 7 the Investigation has 3 steps:

1. Identify The Problem.  This is the part of the project in which you state: the problem, why we are doing this project, how you will solve the problem, who your product is for and connect your project to an area of interaction.
2. Develop A Design Brief.  This is the part of the project where you conduct research which will help you solve your problem. You always reference your research.
3. Formulate A Design Specification.  This is the part of the project that you say what characteristics your final product will have.  You also create tests to evaluate your product.

Learning objective - The student will: understand the concept of a design brief and adapt a given design brief to the problem or, with guidance, start to develop a design brief. Students will (A3) ask useful questions about the investigation and (A6) understand the importance of questioning the value of sources of information.

Investigate

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First, 15 minutes typing lesson,

then

Year 7, We are ready to start our project.

Our unit question is: How can I use Computer Technology to teach other about the MYP Design Cycle?

You have received your Investigate Worksheet so we can begin learning about the MYP Design Cycle and documenting our work.

Let's look at the Information Sheet that is located below:

Remember to use the information sheet and your teacher as sources;-)


IB Learner Profile: Inquirer

Learning objective - The student will: understand the concept of a design brief and adapt a given design brief to the problem or, with guidance, start to develop a design brief. Students will (A3) ask useful questions about the investigation and (A6) understand the importance of questioning the value of sources of information.

Welcome back . . .

http://stand.org/sites/default/files/styles/blog_post/public/Illinois/back_to_school_banner.jpg

My name is Ms. Castro and I will be your teacher for the entire year.

Let's take this period to:

• get acquainted,
• talk about expectations, and 
• make a list of rules.

We will talk about the Design Cycle and how it is used to help solve problem.

Let's go!

Term 3 Project - Excel

http://dashboardspy.com/img/excel-2007-chart-design-inspiration.png

Year 7 - Our Term 3 project is entitled: Graphing Results - Excel Project

Unit Question: How can I help people make sense out of data?
Area of Interaction:  Human Ingenuity
Big Concept:  Adding graphics (graphs and charts) help poeple understand and remember information.


In this unit you will create a survey then graph and interpret results.

Let's go!

1.Identify the Problem

2. Develop a Design Brief

Answer in complete sentences. Use your own words.

1.       What is a spreadsheet program?

2.       What does a spreadsheet program do?

3.       Define spreadsheet terminology: worksheet, workbook, column, column heading, row, row heading, cell, cell reference, name box, formula bar.

4.       Microsoft Excel can be used to organize, graph, and calculate information. What professions would use Microsoft Excel? 

5.       When do we use a bar chart? Explain.

6.       When do we use a line chart? Explain.

7.       When do we use a pie chart? Explain.

8.       What is a survey?

3. Formulate a Design Specification

Learning objective - 

• The student will: understand the concept of a design brief and adapt a given design brief to the problem or, with guidance, start to develop a design brief. 
• The student will develop research strategies, record sources and document learning.
• The student will: with guidance, identify appropriate sources of information and acknowledge these in a suitable format; with guidance use different systematic methods to collect and select information, and to organize it logically; understand the importance of questioning the value of sources of information.

Plan

http://www.livingthehealthierlife.com/wp-content/uploads/2013/10/dreamstime_xl_29965406.jpg

 Year 7 it all begins with a plan!

PLAN - Criterion C

1. Resources:   Let's brainstorm and develop an appropriate resource list

2. Now, make a step-by-step plan of what you will do to create your Scratch game and include the amount of time to complete each step.

Example:
    1.  Open Scratch, 1 minute
    2.  Click on "New" (Create an empty project), 1 minute
    3. 


Continue on until you have completed all the steps you think you will need and the time that it will take you. (You may open Scratch and practice while you are making the plan.)

Finish your step by step plan.

Write a paragraph saying why you think your plan will work. Include the fact that you have done a tutorial and have had experience using Scratch;-)

IB Learner Profile: Thinker

Learning objectives: The student will devleop a basic time line and write instructions for making the product/solution.

Design, Part 2

http://suziecheel.com/wp-content/uploads/2011/03/i-choose.jpg

Now, Year 7.  Let's continue.

To finish Criterion B - Design, you need to choose the design that you will create.

Write a paragraph stating which Design you will choose and justify your choice.  You can begin like this:  To create my game I will choose Design 1 because . . .  Then write a paragraph saying why Design 1 will be the best choice.

IB Learner Profile: Risk-taker

 Learning objective: The student will create designs and communicate them.

Design

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Design - Criterion B

Year 7, on to the Design.

I would like you to design two (2) different games.

You will write 1 detailed paragraph for each game.  It should include:

• the name of the game
• explain how the game will work
• what sprites you will use
• colours you will use 
• and any other important information

Remember that each design must meet your design specification.

You can use this link to help you get started: http://nebomusic.net/scratch.html 

IB Learner Profile: Risk-taker

Learning objective: The student will create designs and communicate them.

Scratch Tutorial

http://scratch.mit.edu/static/projects/kuv/812253_med.png

 Year 7, your goal is to be able to make a game with Scratch so you need to look at and understand what kind of games it is possible to make.

1. In order to do this you need to PLAY some Scratch games. Woohoo!

Check out this link to get started: http://scratch.mit.edu/galleries/view/138298

Let's have some fun!

2. After, write a paragraph saying all the features that you have learned from your tutorial in Scratch. Use in-text referencing - include the URL of the tutorial.

IB Learner Profile: Inquirer

3. Formulate a Design Specification

Year 7, now on to the final stage of the Investigate:

 3. Formulate a Design Specification

a) list the specific requirements that must be met by your
product/solution (Scratch game);

Your game must have the following characteristics:
1. name;
2. instructions
3. fun

b) design tests to evaluate the product/solution against the design specification.

Describe a test (questionnaire?) that will check each point in your design specification:
• Each question must be directly linked to each item in your Design Specification;
• Make sure that you describe who the test is for and how it will be used.

To test your game, you will create a questionnaire.
On a scale of 1-5 (5 = awesome, 1 = awful) you will ask the following questions:
1. …
2. …
3. …

IB Learner Profile - Inquirer

Learning objectives: Students will (A3) ask useful questions about the investigation, (A6) understand the importance of questioning the value of sources of information (A7) identify one or more constraints and (A8) carry out a given test on a product/solution and record the result.
.

2. Develop a Design Brief

Year 7, now we are on to the 2nd stage of the Investigate:

2. Develop a Design Brief  - This is the section where we ask and answer questions that will help up solve the problem and make a great game.

• Research the problem:

1. What is "programming language"?
http://en.wikipedia.org/wiki/Programming_language
2. What is Scratch programming? http://scratched.media.mit.edu/
3. What are the basic characteristics and capabilities of Scratch?
4. What is a tutorial?
5. What is a Scratch sprite? http://wiki.scratch.mit.edu/wiki/Sprite

Remember to answer all the questions.  Use your own words.

IB Learner Profile: Inquirer

Learning objective - The student will: understand the concept of a design brief and adapt a given design brief to the problem or, with guidance, start to develop a design brief. Students will (A3) ask useful questions about the investigation and (A6) understand the importance of questioning the value of sources of information.

SCRATCH - 1. Identify the Problem

http://day.scratch.mit.edu/sites/default/files/resources/promotion/logos/ScratchCat-Small.png

Welcome back Year 7. Hope you enjoyed your break.

Introduction to Term 2 Unit of Work

Problem: How can I use Computer Technology to have fun?
Area of Interaction: Human Ingenuity (Why and how do we create? What are the consequences?)

Open a  document,
Type your name,
On the next line type INVESTIGATE and centre text,
On the next line type 1.  Identify the Problem (left margin)

Now, we will write 1 paragraph to introduce our project.

• Explain the problem and discuss its importance. In your own words, describe what the problem is:
• offer a solution;
• relate the problem/solution to the Area of Interaction (AOI).

IB Learner Profile: Inquirer

Learning objective - The student will: understand the concept of a design brief and adapt a given design brief to the problem or, with guidance, start to develop a design brief. Students will (A3) ask useful questions about the investigation and (A6) understand the importance of questioning the value of sources of information