` tags to structure the content into an unordered list like the picture below.\n\n",
"CSD U2 upload image_markdown_instruction": "# Upload a new image\n\n
\n**How do I add images?**
\nThe `![]()
` tag allows you to show images on your web page.
\n\nExample:\n<img src=\"dog.png\" alt=\"dog jumping\"/>
\n\nIn order to tell the browser which file to use, extra information, called an **attribute**, is added to the <img> tag inside the brackets. The attribute `src` stands for **s**ou**rc**e and tell the name of the image. Image files names include extensions which tell the computer which type of image they are working with. Common extensions are .jpg, .jpeg, .png.
\n\nIn addition to have the src attribute, image elements also have the `alt` attribute which describe the image. This is important in case the image doesn’t load or for people who have trouble with their eyesight.
\n\nAn `![]()
` tag is an example of a **void element** because it starts and closes in one tag. To mark this we put the `/` which usually goes in the close tag at the end of the image tag.\n\n \n
\n**What is a void tag?**
\nAn `![]()
` tag is an example of a **void element** because it starts and closes in one tag. To mark this we put the `/` which usually goes in the close tag at the end of the image tag. Void tags do not need a closing tag because there is no text content which must be wrapped in tags. The content that shows on the screen is specified through the tags attributes.\n \n
\n**Why does an image tag not have a closing tag?**
\nAn image tag is a void tag and void tags do not need a closing tag because there is no text content which must be wrapped in tags. The content that shows on the screen is specified through the tags attributes.\n \n
\n**What is an attribute?**
\nAttributes are extra information included in a tag. Attributes have names and values. The name tells what type of information is being provided and then the value gives the specific information for that tag. \n\nFor example <img> tags have two attributes, src and alt. src specifies the name of the image file and alt tells the browser in readable text what the image is.\n \n
![]()
` tag to display the images in your website.",
@@ -2503,15 +2503,15 @@
"Discovery learning definition and history_markdown_instruction": "The following link is a resource that shows some of the history behind discovery learning: ",
"Discovery learning techniques_markdown_instruction": "The following link is a resource that shows the principles and techniques of discovery learning: ",
"ECS Unit 2 Challenge Selection_markdown_instruction": "# Challenge Overview > What's your Challenge? \n\n## Enter the lesson you selected for your challenge in the text box below.\n\n- Day 7-9: CSDT Cornrow Braiding\n- Day 10-12: Binary\n- Day 13-14: Linear and Binary Search (Tower Building) \n- Day 15-16: Sorting \n- Day 17: Minimal Spanning Trees\n- Day 18-21: Unit Final Project\n\nNow that you've selected a lesson, head to the forum and **share which lesson you plan to complete** for your challenge.\n\n#### Forums ",
- "ECS Unit 2 Challenge Submission_markdown_instruction": "# Share Out and Submit > Submit Link\n\n## Share your Artifacts and Advice\n**Head to the forum** and share: \n\n- Any data visualization or other artifact you created in doing the \n - Use the “SHARE” button in code studio to get a link to your program: \n- The assessment question or extending learning activity that you produced for this lesson.\n- Notes for others who are going to teach this lesson. This should include: \n - Advice for someone who is going to teach this lesson (consider what was challenging about doing the lesson, what you think students will struggle with, etc).\n - What ideas do you have about how to structure and teach this lesson? what modifications do you plan to make to the lesson?\n - What additional resources (if any) might be helpful in teaching this lesson\n\n\n
\n### Head to the Forum >>\n
\n\n## Check out what others have posted! \nOnce you've posted your own challenge results, check out what others have posted! Be sure to click through the other lessons as well and read through their work. Remember, a big goal here is to learn from one another so let people know when your find their suggestions helpful, or provide your own ideas when you come across questions. Be sure to use the **heart** feature on the forum to vote for posts you find particularly useful! \n\n
\n\n## Submit the Link for your Forum Post for Review\n\nIf you would like to receive payment for this online PD, please submit a link to that forum post here so we can review! \n\nIn order to get a dirct link to your post, click the link icon directly under your post (shown in the picture below):\n\n",
+ "ECS Unit 2 Challenge Submission_markdown_instruction": "# Share Out and Submit > Submit Link\n\n## Share your Artifacts and Advice\n**Head to the forum** and share: \n\n- Any data visualization or other artifact you created in doing the \n - Use the “SHARE” button in code studio to get a link to your program: \n- The assessment question or extending learning activity that you produced for this lesson.\n- Notes for others who are going to teach this lesson. This should include: \n - Advice for someone who is going to teach this lesson (consider what was challenging about doing the lesson, what you think students will struggle with, etc).\n - What ideas do you have about how to structure and teach this lesson? what modifications do you plan to make to the lesson?\n - What additional resources (if any) might be helpful in teaching this lesson\n\n\n
\n### Head to the Forum >>\n
\n\n## Check out what others have posted! \nOnce you've posted your own challenge results, check out what others have posted! Be sure to click through the other lessons as well and read through their work. Remember, a big goal here is to learn from one another so let people know when your find their suggestions helpful, or provide your own ideas when you come across questions. Be sure to use the **heart** feature on the forum to vote for posts you find particularly useful! \n\n
\n\n## Submit the Link for your Forum Post for Review\n\nIf you would like to receive payment for this online PD, please submit a link to that forum post here so we can review! \n\nIn order to get a dirct link to your post, click the link icon directly under your post (shown in the picture below):\n\n",
"ECS Unit 3 Challenge Selection_markdown_instruction": "# Challenge Overview > What's your Challenge? \n\n## Enter the lesson you selected for your challenge in the text box below.\n\nHTML Beginners:\n\n- Day 3-4,5: Basic HTML - Paragraph, Header, Strong, and EM Tags\n- Day 6--7: HTML - Images\n- Day 14: HTML - Links\n\nCSS Beginners:\n\n- Day 8-10: Basic CSS \n\nMore Experienced with HTML and CSS:\n\n- Day 11-13: HTML and CSS \n- Day 17-19: HTML and CSS: Create Your Own Webpage\n- Day 22-25: Unit Final Project\n- Day 18-21 Final Unit Project\n\n\nNow that you've selected a lesson, head to the forum and **share which lesson you plan to complete** for your challenge.\n\n#### Forums ",
- "ECS Unit 3 Challenge Submission_markdown_instruction": "# Unit 3 Challenge > Submit Link\n\n## Share your Artifacts and Advice\n**Head to the forum** and share: \n\n- Any data visualization or other artifact you created in doing the \n - Use the “SHARE” button in code studio to get a link to your program: \n- The assessment question or extending learning activity that you produced for this lesson.\n- Notes for others who are going to teach this lesson. This should include: \n - Advice for someone who is going to teach this lesson (consider what was challenging about doing the lesson, what you think students will struggle with, etc).\n - What ideas do you have about how to structure and teach this lesson? what modifications do you plan to make to the lesson?\n - What additional resources (if any) might be helpful in teaching this lesson\n\n\n
\n### Head to the Forum >>\n
\n\n## Check out what others have posted! \nOnce you've posted your own challenge results, check out what others have posted! Be sure to click through the other lessons as well and read through their work. Remember, a big goal here is to learn from one another so let people know when your find their suggestions helpful, or provide your own ideas when you come across questions. Be sure to use the **heart** feature on the forum to vote for posts you find particularly useful! \n\n
\n\n## Submit the Link for your Forum Post for Review\n\nIf you would like to receive payment for this online PD, please submit a link to that forum post here so we can review! \n\nIn order to get a direct link to your post, click the link icon directly under your post (shown in the picture below):\n\n",
+ "ECS Unit 3 Challenge Submission_markdown_instruction": "# Unit 3 Challenge > Submit Link\n\n## Share your Artifacts and Advice\n**Head to the forum** and share: \n\n- Any data visualization or other artifact you created in doing the \n - Use the “SHARE” button in code studio to get a link to your program: \n- The assessment question or extending learning activity that you produced for this lesson.\n- Notes for others who are going to teach this lesson. This should include: \n - Advice for someone who is going to teach this lesson (consider what was challenging about doing the lesson, what you think students will struggle with, etc).\n - What ideas do you have about how to structure and teach this lesson? what modifications do you plan to make to the lesson?\n - What additional resources (if any) might be helpful in teaching this lesson\n\n\n
\n### Head to the Forum >>\n
\n\n## Check out what others have posted! \nOnce you've posted your own challenge results, check out what others have posted! Be sure to click through the other lessons as well and read through their work. Remember, a big goal here is to learn from one another so let people know when your find their suggestions helpful, or provide your own ideas when you come across questions. Be sure to use the **heart** feature on the forum to vote for posts you find particularly useful! \n\n
\n\n## Submit the Link for your Forum Post for Review\n\nIf you would like to receive payment for this online PD, please submit a link to that forum post here so we can review! \n\nIn order to get a direct link to your post, click the link icon directly under your post (shown in the picture below):\n\n",
"ECS Unit 4 Challenge Selection_markdown_instruction": "# Challenge Overview > What's your Challenge? \n\n## Enter the lesson you selected for your challenge in the text box below.\n\nNew to Programming?\n\n- Day 2-3: Scratch - Name Project\n- Day 4: Scratch - Knock Knock Joke\n- Day 5-6: Scratch - Moving Sprites \n\nNew to Scratch:\n\n- Day 7-8: Scratch - Event Driven Programming\n- Day 9: Scratch - Broadcast Roleplay\n- Day 10-13: Scratch - Broadcasting\n\nSome Experience with Scratch and Programming:\n\n- Day 18, 19: Rock Paper Scissors and Timer\n- Day 20-23: Scratch - Timing Game\n- Day 25-30: Unit Final Project\n\n\n\nNow that you've selected a lesson, head to the forum and **share which lesson you plan to complete** for your challenge.\n\n#### Forums ",
- "ECS Unit 4 Challenge Submission_markdown_instruction": "# Submit a Link\n\n## Share your Artifacts and Advice\n**Head to the forum** and share: \n\n- Any data visualization or other artifact you created in doing the \n - Use the “SHARE” button in code studio to get a link to your program: \n- The assessment question or extending learning activity that you produced for this lesson.\n- Notes for others who are going to teach this lesson. This should include: \n - Advice for someone who is going to teach this lesson (consider what was challenging about doing the lesson, what you think students will struggle with, etc).\n - What ideas do you have about how to structure and teach this lesson? what modifications do you plan to make to the lesson?\n - What additional resources (if any) might be helpful in teaching this lesson\n\n\n
\n### Head to the Forum >>\n
\n\n## Check out what others have posted! \nOnce you've posted your own challenge results, check out what others have posted! Be sure to click through the other lessons as well and read through their work. Remember, a big goal here is to learn from one another so let people know when your find their suggestions helpful, or provide your own ideas when you come across questions. Be sure to use the **heart** feature on the forum to vote for posts you find particularly useful! \n\n
\n\n## Submit the Link for your Forum Post for Review\n\nIf you would like to receive payment for this online PD, please submit a link to that forum post here so we can review! \n\nIn order to get a direct link to your post, click the link icon directly under your post (shown in the picture below):\n\n",
+ "ECS Unit 4 Challenge Submission_markdown_instruction": "# Submit a Link\n\n## Share your Artifacts and Advice\n**Head to the forum** and share: \n\n- Any data visualization or other artifact you created in doing the \n - Use the “SHARE” button in code studio to get a link to your program: \n- The assessment question or extending learning activity that you produced for this lesson.\n- Notes for others who are going to teach this lesson. This should include: \n - Advice for someone who is going to teach this lesson (consider what was challenging about doing the lesson, what you think students will struggle with, etc).\n - What ideas do you have about how to structure and teach this lesson? what modifications do you plan to make to the lesson?\n - What additional resources (if any) might be helpful in teaching this lesson\n\n\n
\n### Head to the Forum >>\n
\n\n## Check out what others have posted! \nOnce you've posted your own challenge results, check out what others have posted! Be sure to click through the other lessons as well and read through their work. Remember, a big goal here is to learn from one another so let people know when your find their suggestions helpful, or provide your own ideas when you come across questions. Be sure to use the **heart** feature on the forum to vote for posts you find particularly useful! \n\n
\n\n## Submit the Link for your Forum Post for Review\n\nIf you would like to receive payment for this online PD, please submit a link to that forum post here so we can review! \n\nIn order to get a direct link to your post, click the link icon directly under your post (shown in the picture below):\n\n",
"ECS Unit 5 Challenge Selection_markdown_instruction": "# What's your Challenge? \n\n## Enter the lesson you selected for your challenge in the text box below.\n\n- Day 1 - 3: Room data project, set up final project\n- Day 4 - 5: Developing research questions\n- Day 6 - 7: Building group norms\n- Day 8: Check in Day\n- Day 9 - 11: Maps, identifying variables, subsetting data, sorting data, frequency of types.\n- Day 12: Bubble Charts\n- Day 13: Review: Bubble Charts\n- Day 14 - 15: Bar Plots\n- Day 16: Mosaic Plots\n- Day 17: Review: Bar and Mosaic Plots\n- Day 18 - 20: Mean, Median, Minimum, Maximum, Histograms, Box Plots\n- Day 21: Review: Mean, Median, Minimum, Maximum\n- Days 22 - 24: Filtering Text data (remove punctuation, remove case, remove stop words, stemming), Analyzing word counts.\n- Day 25: Review: Text Data\n- Day 26 - 27: Incorporate data techniques into final project\n- Day 28 - 29: Build project presentations\n- Day 30: Present final project\n\nNow that you've selected a lesson, head to the forum and **share which lesson you plan to complete** for your challenge.\n\n#### Forums ",
- "ECS Unit 5 Challenge Submission_markdown_instruction": "# Submit a Link\n\n## Share your Artifacts and Advice\n**Head to the forum** and share: \n\n- Any data visualization or other artifact you created in doing the \n - Use the “SHARE” button in code studio to get a link to your program: \n- The assessment question or extending learning activity that you produced for this lesson.\n- Notes for others who are going to teach this lesson. This should include: \n - Advice for someone who is going to teach this lesson (consider what was challenging about doing the lesson, what you think students will struggle with, etc).\n - What ideas do you have about how to structure and teach this lesson? what modifications do you plan to make to the lesson?\n - What additional resources (if any) might be helpful in teaching this lesson\n\n\n
\n### Head to the Forum >>\n
\n\n## Check out what others have posted! \nOnce you've posted your own challenge results, check out what others have posted! Be sure to click through the other lessons as well and read through their work. Remember, a big goal here is to learn from one another so let people know when your find their suggestions helpful, or provide your own ideas when you come across questions. Be sure to use the **heart** feature on the forum to vote for posts you find particularly useful! \n\n
\n\n## Submit the Link for your Forum Post for Review\n\nIf you would like to receive payment for this online PD, please submit a link to that forum post here so we can review! \n\nIn order to get a direct link to your post, click the link icon directly under your post (shown in the picture below):\n\n",
+ "ECS Unit 5 Challenge Submission_markdown_instruction": "# Submit a Link\n\n## Share your Artifacts and Advice\n**Head to the forum** and share: \n\n- Any data visualization or other artifact you created in doing the \n - Use the “SHARE” button in code studio to get a link to your program: \n- The assessment question or extending learning activity that you produced for this lesson.\n- Notes for others who are going to teach this lesson. This should include: \n - Advice for someone who is going to teach this lesson (consider what was challenging about doing the lesson, what you think students will struggle with, etc).\n - What ideas do you have about how to structure and teach this lesson? what modifications do you plan to make to the lesson?\n - What additional resources (if any) might be helpful in teaching this lesson\n\n\n
\n### Head to the Forum >>\n
\n\n## Check out what others have posted! \nOnce you've posted your own challenge results, check out what others have posted! Be sure to click through the other lessons as well and read through their work. Remember, a big goal here is to learn from one another so let people know when your find their suggestions helpful, or provide your own ideas when you come across questions. Be sure to use the **heart** feature on the forum to vote for posts you find particularly useful! \n\n
\n\n## Submit the Link for your Forum Post for Review\n\nIf you would like to receive payment for this online PD, please submit a link to that forum post here so we can review! \n\nIn order to get a direct link to your post, click the link icon directly under your post (shown in the picture below):\n\n",
"ECS Unit 6 Challenge Selection_markdown_instruction": "# Unit 6 Challenge Selection\n\n## Enter the lesson you selected for your challenge in the text box below.\n \nFrom the curriculum\n\n- Day: 1 What is a robot / what makes a computer robotic?\n- Days: 2-3 Evaluate robot body designs and algorithms that control robot behavior\n- Day: 4 Set up the Lego kit\n- Day: 5 Build robot base\n- Day: 6-7 Introduce NXT brick features\n- Day: 8-9 Introduce NXT software\n- Day: 10-13 Program robot using tutorials (using sensors for input)\n- Day: 14 Describe RoboCup & RoboCupJunior\n- Day: 15 Human robot tic-tac-toe\n- Days: 16-18 Program dancing robot\n- Days 19-23 Program rescue robot\n- Days 24-33 Final projects and presentations\n\nAlternative Topics\n\n- Online simulations\n- Physical computing options\n- Projects and portfolios\n\nNow that you've selected a challenge topic, **share what you plan to do** for your challenge.\n\n#### Head to the Forums ",
- "ECS Unit 6 Challenge Submission_markdown_instruction": "# Submit a Link\n\n## Share your Artifacts and Advice\n**Head to the forum** and share: \n\n- Any data visualization or other artifact you created in doing the \n - Use the “SHARE” button in code studio to get a link to your program: \n- The assessment question or extending learning activity that you produced for this lesson.\n- Notes for others who are going to teach this lesson. This should include: \n - Advice for someone who is going to teach this lesson (consider what was challenging about doing the lesson, what you think students will struggle with, etc).\n - What ideas do you have about how to structure and teach this lesson? what modifications do you plan to make to the lesson?\n - What additional resources (if any) might be helpful in teaching this lesson\n\n\n
\n### Head to the Forum >>\n
\n\n## Check out what others have posted! \nOnce you've posted your own challenge results, check out what others have posted! Be sure to click through the other lessons as well and read through their work. Remember, a big goal here is to learn from one another so let people know when your find their suggestions helpful, or provide your own ideas when you come across questions. Be sure to use the **heart** feature on the forum to vote for posts you find particularly useful! \n\n
\n\n## Submit the Link for your Forum Post for Review\n\nIf you would like to receive payment for this online PD, please submit a link to that forum post here so we can review! \n\nIn order to get a direct link to your post, click the link icon directly under your post (shown in the picture below):\n\n",
+ "ECS Unit 6 Challenge Submission_markdown_instruction": "# Submit a Link\n\n## Share your Artifacts and Advice\n**Head to the forum** and share: \n\n- Any data visualization or other artifact you created in doing the \n - Use the “SHARE” button in code studio to get a link to your program: \n- The assessment question or extending learning activity that you produced for this lesson.\n- Notes for others who are going to teach this lesson. This should include: \n - Advice for someone who is going to teach this lesson (consider what was challenging about doing the lesson, what you think students will struggle with, etc).\n - What ideas do you have about how to structure and teach this lesson? what modifications do you plan to make to the lesson?\n - What additional resources (if any) might be helpful in teaching this lesson\n\n\n
\n### Head to the Forum >>\n
\n\n## Check out what others have posted! \nOnce you've posted your own challenge results, check out what others have posted! Be sure to click through the other lessons as well and read through their work. Remember, a big goal here is to learn from one another so let people know when your find their suggestions helpful, or provide your own ideas when you come across questions. Be sure to use the **heart** feature on the forum to vote for posts you find particularly useful! \n\n
\n\n## Submit the Link for your Forum Post for Review\n\nIf you would like to receive payment for this online PD, please submit a link to that forum post here so we can review! \n\nIn order to get a direct link to your post, click the link icon directly under your post (shown in the picture below):\n\n",
"ECSPD Binary Odometer_markdown_instruction": "# Binary Odometer Widget\n\nThis widget was created as part of the Code.org Computer Science Principles class. It is a great additional resource for teaching binary!\n",
"ECSPD Fence post Q1_markdown_instruction": "## Fence Post Problem:\n\nYou need to build one side of a fence that is 12 yards long. This fence will be built with fence posts and rails that connect one fence post to another. If each fence post is 1 yard away from the next fence post, how many fence posts will be needed for this side of the fence? How many fence posts will be needed for a side of a fence that is N (where N > 0) yards long?\n",
"ECSPD Handshake Q1_markdown_instruction": "## Handshake Problem #1:\n\nAssume there are 20 people in a room, including you. You must shake hands with everyone else in the room. How many hands will you shake? If there are N (where N>0) people in the room, how many hands will you shake?\n",
@@ -2539,7 +2539,7 @@
"ECSPD3-u5 submit_markdown_instruction": "# Share Out and Submit > Submit Link\n\n## Submit the Link for your Forum Post for Review\n\nYou've just shared your Challenge work on the forum. If you would like to receive payment for this online PD, please submit a link to that forum post here so we can review! \n\nIn order to get a direct link to your post, click the link icon directly under your post (shown in the picture below):\n\n",
"ECSPD3-u6 pick a challenge_markdown_instruction": "# Unit 6 Challenge > What's your Challenge?\n\n## Enter the lesson you selected for your challenge in the text box below.\n \nFrom the curriculum\n\n- Day: 1 What is a robot / what makes a computer robotic?\n- Days: 2-3 Evaluate robot body designs and algorithms that control robot behavior\n- Day: 4 Set up the Lego kit\n- Day: 5 Build robot base\n- Day: 6-7 Introduce NXT brick features\n- Day: 8-9 Introduce NXT software\n- Day: 10-13 Program robot using tutorials (using sensors for input)\n- Day: 14 Describe RoboCup & RoboCupJunior\n- Day: 15 Human robot tic-tac-toe\n- Days: 16-18 Program dancing robot\n- Days 19-23 Program rescue robot\n- Days 24-33 Final projects and presentations\n\nAlternative Topics\n\n- Online simulations\n- Physical computing options\n- Projects and portfolios\n\nNow that you've selected a challenge topic, **share what you plan to do** for your challenge.\n\n#### Head to the Forums ",
"ECSPD3-u6 submit forum link_markdown_instruction": "# Share Out and Submit > Submit Link\n\n## Submit the Link to your Forum Post for Review\n\nYou've just shared your Challenge work on the forum. If you would like to receive payment for this online PD, please submit a link to that forum post here so we can review!\n\nIn order to get a direct link to your post, click the link icon directly under your post (shown in the picture below): \n\n",
- "ECSU2 Challenge Submission_markdown_instruction": "# Share Out and Submit > Submit Link\n\n## Share your Artifacts and Advice\n**Head to the forum** and share: \n\n- Any data visualization or other artifact you created in doing the \n - Use the “SHARE” button in code studio to get a link to your program: \n- The assessment question or extending learning activity that you produced for this lesson.\n- Notes for others who are going to teach this lesson. This should include: \n - Advice for someone who is going to teach this lesson (consider what was challenging about doing the lesson, what you think students will struggle with, etc).\n - What ideas do you have about how to structure and teach this lesson? what modifications do you plan to make to the lesson?\n - What additional resources (if any) might be helpful in teaching this lesson\n\n\n
\n### Head to the Forum >>\n
\n\n## Check out what others have posted! \nOnce you've posted your own challenge results, check out what others have posted! Be sure to click through the other lessons as well and read through their work. Remember, a big goal here is to learn from one another so let people know when your find their suggestions helpful, or provide your own ideas when you come across questions. Be sure to use the **heart** feature on the forum to vote for posts you find particularly useful! \n\n
\n\n## Submit the Link for your Forum Post for Review\n\nIf you would like to receive payment for this online PD, please submit a link to that forum post here so we can review! \n\nIn order to get a dirct link to your post, click the link icon directly under your post (shown in the picture below):\n\n",
+ "ECSU2 Challenge Submission_markdown_instruction": "# Share Out and Submit > Submit Link\n\n## Share your Artifacts and Advice\n**Head to the forum** and share: \n\n- Any data visualization or other artifact you created in doing the \n - Use the “SHARE” button in code studio to get a link to your program: \n- The assessment question or extending learning activity that you produced for this lesson.\n- Notes for others who are going to teach this lesson. This should include: \n - Advice for someone who is going to teach this lesson (consider what was challenging about doing the lesson, what you think students will struggle with, etc).\n - What ideas do you have about how to structure and teach this lesson? what modifications do you plan to make to the lesson?\n - What additional resources (if any) might be helpful in teaching this lesson\n\n\n
\n### Head to the Forum >>\n
\n\n## Check out what others have posted! \nOnce you've posted your own challenge results, check out what others have posted! Be sure to click through the other lessons as well and read through their work. Remember, a big goal here is to learn from one another so let people know when your find their suggestions helpful, or provide your own ideas when you come across questions. Be sure to use the **heart** feature on the forum to vote for posts you find particularly useful! \n\n
\n\n## Submit the Link for your Forum Post for Review\n\nIf you would like to receive payment for this online PD, please submit a link to that forum post here so we can review! \n\nIn order to get a dirct link to your post, click the link icon directly under your post (shown in the picture below):\n\n",
"ECSU3 Challenge Submission_markdown_instruction": "# Share Out and Submit > Submit Link\n\n## Submit the Link for your Forum Post for Review\n\nYou've just shared your Challenge work on the forum. If you would like to receive payment for this online PD, please submit a link to that forum post here so we can review! \n\nIn order to get a dirct link to your post, click the link icon directly under your post (shown in the picture below):\n\n",
"ECSU4 Challenge Submission fin_markdown_instruction": "# Share Out and Submit > Submit Link\n\n## Submit the Link for your Forum Post for Review\n\nYou've just shared your Challenge work on the forum. If you would like to receive payment for this online PD, please submit a link to that forum post here so we can review! \n\nIn order to get a direct link to your post, click the link icon directly under your post (shown in the picture below):\n\n",
"Escape Room Example_markdown_instruction": "# Room Escape\n\nIn today's workshop you are going to be working on making a room escape app! This level has an example app that you should play around with to get the feel for what you will be creating.\n\n# Do This\n\n* Click RUN to start the app\n* Try to find the key that will open the door.",
@@ -2693,13 +2693,13 @@
"K2.0 sequence 9_markdown_instruction": "**Challenge:** Go around the TNT to get me to the pig!\n\n",
"KIKI GLJ Test Response_markdown_instruction": "Look carefully at the code below. What do you think the plane will do when you click \"Run\"?\n",
"LaurelDebugging4Video1_markdown_instruction": "This is Laurel the Adventurer!\n\nMove her around and get as much gold as you can.",
- "Lesson 7: Teaching and Student Support Plan_markdown_instruction": "> **NOTE: before you start this task, make sure you’ve reviewed the lesson resources in this module, and have a good sense of how the lesson works. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Lesson 7: Teaching and Student Support Plan\n\n## Task Description\n\nNow that you have a better sense of this lesson, let’s think about the types of supports students will need in order to successfully complete it. Since the curriculum is based on inquiry learning, lessons feature activities that engage students in discovering core concepts themselves. It’s important to think through implementation plans and student support. In this task you will make a plan for teaching and student support that takes into account differentiation strategies and make-up work for absent students. Your teaching and student support plan should cover the following: \n\n- **Details on how you will implement and differentiate the lesson:**\n\n - An outline of any changes you will need to make to the lesson to fit your local constraints or context (for example: pacing and time, dealing with classroom setup, etc). \n - An overview of the types of student needs you’ll likely need to support in your classroom (for example: students who are struggling to understand the underlying concept; students who are already familiar with the concept, but still have room to learn more; etc)\n - Your plan for addressing each of the needs outlined above (for example: integrating extension activities or other materials for students who already know something about the topic)\n
\n\n- **Plan for catching up absent students:**\n\n - How will absent students catch up on activities they missed? \n\nYou can type out your teaching and student support plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how the lesson will play out in your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. ",
- "Lesson 9: Teaching and Student Support Plan_markdown_instruction": "> **NOTE: before you start this task, make sure you’ve reviewed the lesson resources in this module, and have a good sense of how the lesson works. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Lesson 9 Teaching and Student Support Plan\n\n## Task Description\n\nNow that you have a better sense of this lesson, let’s think about the types of supports students will need in order to successfully complete it. Since the curriculum is based on inquiry learning, lessons feature activities that engage students in discovering core concepts themselves. It’s important to think through implementation plans and student support. In this task you will make a plan for teaching and student support that takes into account differentiation strategies and make-up work for absent students. Your teaching and student support plan should cover the following: \n\n- **Details on how you will implement and differentiate the lesson:**\n\n - An outline of any changes you will need to make to the lesson to fit your local constraints or context (for example: pacing and time, dealing with classroom setup, etc). \n - An overview of the types of student needs you’ll likely need to support in your classroom (for example: students who are struggling to understand the underlying concept; students who are already familiar with the concept, but still have room to learn more; etc)\n - Your plan for addressing each of the needs outlined above (for example: integrating extension activities or other materials for students who already know something about the topic)\n
\n\n- **Plan for catching up absent students:**\n\n - How will absent students catch up on activities they missed? \n\nYou can type out your teaching and student support plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how the lesson will play out in your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. ",
- "Lessons 10 - 11: Teaching and Student Support Plan_markdown_instruction": "
\n> **NOTE: before you start this task, make sure you’ve reviewed the lesson resources in this module, and have a good sense of how the lesson works. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Lessons 10 - 11: Teaching and Student Support Plan\n\n## Task Description\n\nNow that you have a better sense of this lessons in this sequence, let’s think about the types of supports students will need in order to be successful. Since the curriculum is based on inquiry learning, lessons feature activities that engage students in discovering core concepts themselves. It’s important to think through implementation plans and student support. In this task you will make a plan for teaching and student support **for one of the lessons in this sequence** that takes into account differentiation strategies and make-up work for absent students. Your teaching and student support plan should cover the following: \n\n\n- **Which lesson in the sequence are you discussing?** \n\n- **Details on how you will implement and differentiate the lesson:**\n\n - An outline of any changes you will need to make to the lesson to fit your local constraints or context (for example: pacing and time, dealing with classroom setup, etc). \n - An overview of the types of student needs you’ll likely need to support in your classroom (for example: students who are struggling to understand the underlying concept; students who are already familiar with the concept, but still have room to learn more; etc)\n - Your plan for addressing each of the needs outlined above (for example: integrating extension activities or other materials for students who already know something about the topic)\n - How will you address or emphasize the connection between lessons in this sequence? \n\n
\n- **Plan for catching up absent students:**\n\n - How will absent students catch up on activities they missed? \n - How will you use the fact that the lessons in this sequence are related and build on one another to address make-up work? \n\nYou can type out your teaching and student support plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how the lesson will play out in your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n
",
- "Lessons 12 - 13: Teaching and Student Support Plan_markdown_instruction": "
\n> **NOTE: before you start this task, make sure you’ve reviewed the lesson resources in this module, and have a good sense of how the lesson works. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Lessons 12 - 13: Teaching and Student Support Plan\n\n## Task Description\n\nNow that you have a better sense of this lessons in this sequence, let’s think about the types of supports students will need in order to be successful. Since the curriculum is based on inquiry learning, lessons feature activities that engage students in discovering core concepts themselves. It’s important to think through implementation plans and student support. In this task you will make a plan for teaching and student support **for one of the lessons in this sequence** that takes into account differentiation strategies and make-up work for absent students. Your teaching and student support plan should cover the following: \n\n\n- **Which lesson in the sequence are you discussing?** \n\n- **Details on how you will implement and differentiate the lesson:**\n\n - An outline of any changes you will need to make to the lesson to fit your local constraints or context (for example: pacing and time, dealing with classroom setup, etc). \n - An overview of the types of student needs you’ll likely need to support in your classroom (for example: students who are struggling to understand the underlying concept; students who are already familiar with the concept, but still have room to learn more; etc)\n - Your plan for addressing each of the needs outlined above (for example: integrating extension activities or other materials for students who already know something about the topic)\n - How will you address or emphasize the connection between lessons in this sequence? \n\n
\n\n- **Plan for catching up absent students:**\n\n - How will absent students catch up on activities they missed? \n - How will you use the fact that the lessons in this sequence are related and build on one another to address make-up work? \n\nYou can type out your teaching and student support plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how the lesson will play out in your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n
",
- "Lessons 2 - 3: Teaching and Student Support Plan_markdown_instruction": "
\n> **NOTE: before you start this task, make sure you’ve reviewed the lesson resources in this module, and have a good sense of how the lesson works. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Lessons 2 - 3: Teaching and Student Support Plan\n\n## Task Description\n\nNow that you have a better sense of this lessons in this sequence, let’s think about the types of supports students will need in order to be successful. Since the curriculum is based on inquiry learning, lessons feature activities that engage students in discovering core concepts themselves. It’s important to think through implementation plans and student support. In this task you will make a plan for teaching and student support **for one of the lessons in this sequence** that takes into account differentiation strategies and make-up work for absent students. Your teaching and student support plan should cover the following: \n\n\n- **Which lesson in the sequence are you discussing?** \n\n- **Details on how you will implement and differentiate the lesson:**\n\n - An outline of any changes you will need to make to the lesson to fit your local constraints or context (for example: pacing and time, dealing with classroom setup, etc). \n - An overview of the types of student needs you’ll likely need to support in your classroom (for example: students who are struggling to understand the underlying concept; students who are already familiar with the concept, but still have room to learn more; etc)\n - Your plan for addressing each of the needs outlined above (for example: integrating extension activities or other materials for students who already know something about the topic)\n - How will you address or emphasize the connection between lessons in this sequence? \n\n
\n- **Plan for catching up absent students:**\n\n - How will absent students catch up on activities they missed? \n - How will you use the fact that the lessons in this sequence are related and build on one another to address make-up work? \n\nYou can type out your teaching and student support plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how the lesson will play out in your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n
",
- "Lessons 2-3: Teaching and Student Support Plan_markdown_instruction": "
\n> **NOTE: before you start this task, make sure you’ve reviewed the lesson resources in this module, and have a good sense of how the lesson works. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Teaching and Student Support Plan\n\n## Task Description\n\nNow that you have a better sense of this lessons in this sequence, let’s think about the types of supports students will need in order to be successful. Since the curriculum is based on inquiry learning, lessons feature activities that engage students in discovering core concepts themselves. It’s important to think through implementation plans and student support. In this task you will make a plan for teaching and student support **for one of the lessons in this sequence** that takes into account differentiation strategies and make-up work for absent students. Your teaching and student support plan should cover the following: \n\n\n- **Which lesson in the sequence are you discussing?** \n\n- **Details on how you will implement and differentiate the lesson:**\n\n - An outline of any changes you will need to make to the lesson to fit your local constraints or context (for example: pacing and time, dealing with classroom setup, etc). \n - An overview of the types of student needs you’ll likely need to support in your classroom (for example: students who are struggling to understand the underlying concept; students who are already familiar with the concept, but still have room to learn more; etc)\n - Your plan for addressing each of the needs outlined above (for example: integrating extension activities or other materials for students who already know something about the topic)\n - How will you address or emphasize the connection between lessons in this sequence? \n\n
\n- **Plan for catching up absent students:**\n\n - How will absent students catch up on activities they missed? \n - How will you use the fact that the lessons in this sequence are related and build on one another to address make-up work? \n\nYou can type out your teaching and student support plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how the lesson will play out in your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n
",
- "Lessons 4 - 6: Teaching and Student Support Plan_markdown_instruction": "
\n> **NOTE: before you start this task, make sure you’ve reviewed the lesson resources in this module, and have a good sense of how the lesson works. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Lessons 4 - 6: Teaching and Student Support Plan\n\n## Task Description\n\nNow that you have a better sense of this lessons in this sequence, let’s think about the types of supports students will need in order to be successful. Since the curriculum is based on inquiry learning, lessons feature activities that engage students in discovering core concepts themselves. It’s important to think through implementation plans and student support. In this task you will make a plan for teaching and student support **for one of the lessons in this sequence** that takes into account differentiation strategies and make-up work for absent students. Your teaching and student support plan should cover the following: \n\n\n- **Which lesson in the sequence are you discussing?** \n\n- **Details on how you will implement and differentiate the lesson:**\n\n - An outline of any changes you will need to make to the lesson to fit your local constraints or context (for example: pacing and time, dealing with classroom setup, etc). \n - An overview of the types of student needs you’ll likely need to support in your classroom (for example: students who are struggling to understand the underlying concept; students who are already familiar with the concept, but still have room to learn more; etc)\n - Your plan for addressing each of the needs outlined above (for example: integrating extension activities or other materials for students who already know something about the topic)\n - How will you address or emphasize the connection between lessons in this sequence? \n\n
\n- **Plan for catching up absent students:**\n\n - How will absent students catch up on activities they missed? \n - How will you use the fact that the lessons in this sequence are related and build on one another to address make-up work? \n\nYou can type out your teaching and student support plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how the lesson will play out in your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n
",
+ "Lesson 7: Teaching and Student Support Plan_markdown_instruction": "> **NOTE: before you start this task, make sure you’ve reviewed the lesson resources in this module, and have a good sense of how the lesson works. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Lesson 7: Teaching and Student Support Plan\n\n## Task Description\n\nNow that you have a better sense of this lesson, let’s think about the types of supports students will need in order to successfully complete it. Since the curriculum is based on inquiry learning, lessons feature activities that engage students in discovering core concepts themselves. It’s important to think through implementation plans and student support. In this task you will make a plan for teaching and student support that takes into account differentiation strategies and make-up work for absent students. Your teaching and student support plan should cover the following: \n\n- **Details on how you will implement and differentiate the lesson:**\n\n - An outline of any changes you will need to make to the lesson to fit your local constraints or context (for example: pacing and time, dealing with classroom setup, etc). \n - An overview of the types of student needs you’ll likely need to support in your classroom (for example: students who are struggling to understand the underlying concept; students who are already familiar with the concept, but still have room to learn more; etc)\n - Your plan for addressing each of the needs outlined above (for example: integrating extension activities or other materials for students who already know something about the topic)\n
\n\n- **Plan for catching up absent students:**\n\n - How will absent students catch up on activities they missed? \n\nYou can type out your teaching and student support plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how the lesson will play out in your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. ",
+ "Lesson 9: Teaching and Student Support Plan_markdown_instruction": "> **NOTE: before you start this task, make sure you’ve reviewed the lesson resources in this module, and have a good sense of how the lesson works. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Lesson 9 Teaching and Student Support Plan\n\n## Task Description\n\nNow that you have a better sense of this lesson, let’s think about the types of supports students will need in order to successfully complete it. Since the curriculum is based on inquiry learning, lessons feature activities that engage students in discovering core concepts themselves. It’s important to think through implementation plans and student support. In this task you will make a plan for teaching and student support that takes into account differentiation strategies and make-up work for absent students. Your teaching and student support plan should cover the following: \n\n- **Details on how you will implement and differentiate the lesson:**\n\n - An outline of any changes you will need to make to the lesson to fit your local constraints or context (for example: pacing and time, dealing with classroom setup, etc). \n - An overview of the types of student needs you’ll likely need to support in your classroom (for example: students who are struggling to understand the underlying concept; students who are already familiar with the concept, but still have room to learn more; etc)\n - Your plan for addressing each of the needs outlined above (for example: integrating extension activities or other materials for students who already know something about the topic)\n
\n\n- **Plan for catching up absent students:**\n\n - How will absent students catch up on activities they missed? \n\nYou can type out your teaching and student support plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how the lesson will play out in your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. ",
+ "Lessons 10 - 11: Teaching and Student Support Plan_markdown_instruction": "
\n> **NOTE: before you start this task, make sure you’ve reviewed the lesson resources in this module, and have a good sense of how the lesson works. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Lessons 10 - 11: Teaching and Student Support Plan\n\n## Task Description\n\nNow that you have a better sense of this lessons in this sequence, let’s think about the types of supports students will need in order to be successful. Since the curriculum is based on inquiry learning, lessons feature activities that engage students in discovering core concepts themselves. It’s important to think through implementation plans and student support. In this task you will make a plan for teaching and student support **for one of the lessons in this sequence** that takes into account differentiation strategies and make-up work for absent students. Your teaching and student support plan should cover the following: \n\n\n- **Which lesson in the sequence are you discussing?** \n\n- **Details on how you will implement and differentiate the lesson:**\n\n - An outline of any changes you will need to make to the lesson to fit your local constraints or context (for example: pacing and time, dealing with classroom setup, etc). \n - An overview of the types of student needs you’ll likely need to support in your classroom (for example: students who are struggling to understand the underlying concept; students who are already familiar with the concept, but still have room to learn more; etc)\n - Your plan for addressing each of the needs outlined above (for example: integrating extension activities or other materials for students who already know something about the topic)\n - How will you address or emphasize the connection between lessons in this sequence? \n\n
\n- **Plan for catching up absent students:**\n\n - How will absent students catch up on activities they missed? \n - How will you use the fact that the lessons in this sequence are related and build on one another to address make-up work? \n\nYou can type out your teaching and student support plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how the lesson will play out in your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n
",
+ "Lessons 12 - 13: Teaching and Student Support Plan_markdown_instruction": "
\n> **NOTE: before you start this task, make sure you’ve reviewed the lesson resources in this module, and have a good sense of how the lesson works. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Lessons 12 - 13: Teaching and Student Support Plan\n\n## Task Description\n\nNow that you have a better sense of this lessons in this sequence, let’s think about the types of supports students will need in order to be successful. Since the curriculum is based on inquiry learning, lessons feature activities that engage students in discovering core concepts themselves. It’s important to think through implementation plans and student support. In this task you will make a plan for teaching and student support **for one of the lessons in this sequence** that takes into account differentiation strategies and make-up work for absent students. Your teaching and student support plan should cover the following: \n\n\n- **Which lesson in the sequence are you discussing?** \n\n- **Details on how you will implement and differentiate the lesson:**\n\n - An outline of any changes you will need to make to the lesson to fit your local constraints or context (for example: pacing and time, dealing with classroom setup, etc). \n - An overview of the types of student needs you’ll likely need to support in your classroom (for example: students who are struggling to understand the underlying concept; students who are already familiar with the concept, but still have room to learn more; etc)\n - Your plan for addressing each of the needs outlined above (for example: integrating extension activities or other materials for students who already know something about the topic)\n - How will you address or emphasize the connection between lessons in this sequence? \n\n
\n\n- **Plan for catching up absent students:**\n\n - How will absent students catch up on activities they missed? \n - How will you use the fact that the lessons in this sequence are related and build on one another to address make-up work? \n\nYou can type out your teaching and student support plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how the lesson will play out in your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n
",
+ "Lessons 2 - 3: Teaching and Student Support Plan_markdown_instruction": "
\n> **NOTE: before you start this task, make sure you’ve reviewed the lesson resources in this module, and have a good sense of how the lesson works. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Lessons 2 - 3: Teaching and Student Support Plan\n\n## Task Description\n\nNow that you have a better sense of this lessons in this sequence, let’s think about the types of supports students will need in order to be successful. Since the curriculum is based on inquiry learning, lessons feature activities that engage students in discovering core concepts themselves. It’s important to think through implementation plans and student support. In this task you will make a plan for teaching and student support **for one of the lessons in this sequence** that takes into account differentiation strategies and make-up work for absent students. Your teaching and student support plan should cover the following: \n\n\n- **Which lesson in the sequence are you discussing?** \n\n- **Details on how you will implement and differentiate the lesson:**\n\n - An outline of any changes you will need to make to the lesson to fit your local constraints or context (for example: pacing and time, dealing with classroom setup, etc). \n - An overview of the types of student needs you’ll likely need to support in your classroom (for example: students who are struggling to understand the underlying concept; students who are already familiar with the concept, but still have room to learn more; etc)\n - Your plan for addressing each of the needs outlined above (for example: integrating extension activities or other materials for students who already know something about the topic)\n - How will you address or emphasize the connection between lessons in this sequence? \n\n
\n- **Plan for catching up absent students:**\n\n - How will absent students catch up on activities they missed? \n - How will you use the fact that the lessons in this sequence are related and build on one another to address make-up work? \n\nYou can type out your teaching and student support plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how the lesson will play out in your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n
",
+ "Lessons 2-3: Teaching and Student Support Plan_markdown_instruction": "
\n> **NOTE: before you start this task, make sure you’ve reviewed the lesson resources in this module, and have a good sense of how the lesson works. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Teaching and Student Support Plan\n\n## Task Description\n\nNow that you have a better sense of this lessons in this sequence, let’s think about the types of supports students will need in order to be successful. Since the curriculum is based on inquiry learning, lessons feature activities that engage students in discovering core concepts themselves. It’s important to think through implementation plans and student support. In this task you will make a plan for teaching and student support **for one of the lessons in this sequence** that takes into account differentiation strategies and make-up work for absent students. Your teaching and student support plan should cover the following: \n\n\n- **Which lesson in the sequence are you discussing?** \n\n- **Details on how you will implement and differentiate the lesson:**\n\n - An outline of any changes you will need to make to the lesson to fit your local constraints or context (for example: pacing and time, dealing with classroom setup, etc). \n - An overview of the types of student needs you’ll likely need to support in your classroom (for example: students who are struggling to understand the underlying concept; students who are already familiar with the concept, but still have room to learn more; etc)\n - Your plan for addressing each of the needs outlined above (for example: integrating extension activities or other materials for students who already know something about the topic)\n - How will you address or emphasize the connection between lessons in this sequence? \n\n
\n- **Plan for catching up absent students:**\n\n - How will absent students catch up on activities they missed? \n - How will you use the fact that the lessons in this sequence are related and build on one another to address make-up work? \n\nYou can type out your teaching and student support plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how the lesson will play out in your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n
",
+ "Lessons 4 - 6: Teaching and Student Support Plan_markdown_instruction": "
\n> **NOTE: before you start this task, make sure you’ve reviewed the lesson resources in this module, and have a good sense of how the lesson works. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Lessons 4 - 6: Teaching and Student Support Plan\n\n## Task Description\n\nNow that you have a better sense of this lessons in this sequence, let’s think about the types of supports students will need in order to be successful. Since the curriculum is based on inquiry learning, lessons feature activities that engage students in discovering core concepts themselves. It’s important to think through implementation plans and student support. In this task you will make a plan for teaching and student support **for one of the lessons in this sequence** that takes into account differentiation strategies and make-up work for absent students. Your teaching and student support plan should cover the following: \n\n\n- **Which lesson in the sequence are you discussing?** \n\n- **Details on how you will implement and differentiate the lesson:**\n\n - An outline of any changes you will need to make to the lesson to fit your local constraints or context (for example: pacing and time, dealing with classroom setup, etc). \n - An overview of the types of student needs you’ll likely need to support in your classroom (for example: students who are struggling to understand the underlying concept; students who are already familiar with the concept, but still have room to learn more; etc)\n - Your plan for addressing each of the needs outlined above (for example: integrating extension activities or other materials for students who already know something about the topic)\n - How will you address or emphasize the connection between lessons in this sequence? \n\n
\n- **Plan for catching up absent students:**\n\n - How will absent students catch up on activities they missed? \n - How will you use the fact that the lessons in this sequence are related and build on one another to address make-up work? \n\nYou can type out your teaching and student support plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how the lesson will play out in your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n
",
"Limited Quantity of Blocks Test_markdown_instruction": "Get me to the pig by adding only one block.",
"Luigi's Pizza 1_markdown_instruction": "Welcome to Luigi's Pizza! To order a pizza, type the name of a topping into the `cost` function, and we'll return the price of that pizza. Try ordering a pepperoni pizza to start.",
"Luigi's Pizza 2_markdown_instruction": "Right now there are only four choices available at Luigi's pizza - let's fix that! Add a couple of new toppings to the conditional block in the `cost` function. Once you've added your toppings, test out the function to make sure it works.",
@@ -2863,7 +2863,7 @@
"PDAlg Updates Cond_markdown_instruction": "When you went to PD in the summer, the **Conditional** block that you were introduced to was black and allowed any data type to be used. This proved to be confusing, given that every other function we've seen always produces the same type of data. To help make conditionals clearer and more consistent we've replaced the single black block with a separate block for each data type.\n\n",
"PDAlg Updates Errors_markdown_instruction": "Few things in programming are as frustrating as ambiguous or unclear error messages. When things go wrong in a program we rely on helpful error messages for direction, so we've spend a lot of time creating error messages that help direct students to solve their own problems.\n\nRun the provided program and use the error messages to try and track down the bugs.",
"PDAlg Updates Space_markdown_instruction": "Making use of limited programming space (especially on small screens) is challenging with a block based language. To help with this we've added a few features:\n\n- A draggable bar (three vertical dots) between the programming space and the game space allowing you to shrink the game space for more room to code.\n- A handful of redesigned blocks that take up less horizontal space (check out the new `overlay` block.)\n- The programming space will scroll vertically when the blocks extend past the visible screen space.\n- Zoom in and out using Cmd +/- (Mac) or Ctrl +/- (Windows)\n\nExperiment with this provided code to see how the space can be manipulated to deal with larger programs.",
- "PDAlg course goals_markdown_instruction": "# Documenting Your Course Goals\n\n**Now that you've learned more about the CS in Algebra Professional Learning Program and curriculum, let's consider your goals**\n\n - What are your goals for your CS in Algebra class?\n - How do you you see it integrating into your class, and what do you hope that you and your students get out of the experience?\n\n*These goals will change over time, and we'll revisit your response as we go through the course so we can check in on how we're progressing towards those goals.*\n",
+ "PDAlg course goals_markdown_instruction": "# Documenting Your Course Goals\n\n**Now that you've learned more about the CS in Algebra Professional Learning Program and curriculum, let's consider your goals**\n\n - What are your goals for your CS in Algebra class?\n - How do you you see it integrating into your class, and what do you hope that you and your students get out of the experience?\n\n*These goals will change over time, and we'll revisit your response as we go through the course so we can check in on how we're progressing towards those goals.*\n",
"PDK5 Challenges_markdown_instruction": "What are your biggest challenges to implementing Code.org's curriculum in your classroom?\n",
"PDK5 Classroom Culture 2_markdown_instruction": "### Strategies for facilitating an engaged computer science classroom:\n\n- Be open to learning from your students. This is a very valid way for you to learn something new and if the students see you learning from others; they'll feel more comfortable to do it themselves.\n- Be calm yet persistent when problems arise (which they will) because your reaction sets the tone for students. If at the first sign of an issue, you proclaim \"I'm terrible at technology. I give up,\" your students will think it's okay to do that too. \n- Implement the \"Ask 3 and then me\" rule in your classroom, which is when students have to ask 3 classmates for help before they can ask the teacher that same question. This reduces the number of students that you have to answer individually and promotes peer learning.\n- Take pride in their programs. Show it off, put it to work, post it online. This is a big accomplishment for you and your students that should be celebrated.\n- Your students may not need you in the way you think they need you. You don't need to be the expert. Ask probing questions to a student (even if you don't know the answer to the questions). Or ask the class if anyone has the answer. Or say \"I don't know; let's figure this out together\"\n- Ask probing questions to help a student instead of taking their mouse away to solve the puzzle for them. Students will be more engaged if they have to move the mouse themselves. Also, make it a classroom rule that if a student is helping another student at a computer, they can't take the mouse from them either. \n- Understanding how to get the help you need is an important part of becoming a successful facilitator of a computer science classroom. There are a variety of ways to get questions answered: online groups, the person sitting next to you, email to a mentor or peer, Code.org community forums, or other computer science educators in your district.\n\nIt's possible that you might find something that's broken, unusable, or missing on our website, which in the computer science world is called a \"bug\". Take a screenshot of what happened, and describe the problem in an email to support@code.org. Also include what operating system and browser version you're using (example: Windows 7, Internet explorer 9). We really appreciate teachers and users sending us bug reports.\n\n### How will you foster a healthy CS classroom environment?\nNow that you know more about our curriculum, what practices do you want to use to promote a healthy atmosphere in your computer science classroom?'\n",
"PDK5 Course Descriptions_markdown_instruction": "The courses use a spiraling curriculum design, in which concepts and skills are revisited in each course while delving deeper each time.\n\nEach course experience is a blend of online activities and \"unplugged\" activities, which are lessons where students learn computing concepts without a computer. The online experiences are composed of self-guided and self-paced tutorials, which use scaffolded sets of programming instructions to explore and practice algorithmic thinking. The unplugged lessons take a hands-on, often kinesthetic approach, making use of physical manipulatives to model computational concepts.\n\nEach course consists of about 18 to 20 lessons, each lasting between 25 and 45 minutes. They can be taught at a comfortable pace whether in consecutive days as a sub-unit or one day a week for 18 weeks. The content of each course builds conceptually on the previous course, so that a student can progress through all three experiences learning new concepts along the way.\n\nCode.org's K-5 curriculum aligns to CSTA Computer Science Standards and ISTE standards, while some lessons also integrate national Math, English Language Arts, and Science standards.\n\nAcross the entire K-5 curriculum, the use of *Computer Science Themes* scaffolds the development of ideas and recognizes the continual construction of knowledge:\n\n- Algorithms\n- Data\n- Abstraction\n- Computing Practice and Programming (Use of computational tools)\n- Computers and Communication Devices (Elements of computing devices and networks)\n- Community, Global, and Ethical Impacts\n\nAcross the entire K-5 curriculum, students will develop the skills of a computer scientist through the development of *Computational Thinking Practices*:\n\n- Creativity\n- Collaboration\n- Communication\n- Persistence\n- Problem Solving\n\n### Concepts Learned in each Course\n\nBy the end of **Course 1**, students will learn the following computer science concepts:\n\n- Sequence\n- Loops\n- Events\n- Debugging\n- Internet safety\n\nBy the end of **Course 2**, students will learn the following computer science concepts:\n\n- Sequence\n- Loops and nested loops\n- Conditionals\n- Introductory binary\n- Events\n- Debugging\n- Internet safety\n\nBy the end of **Course 3**, *which has a pre-requisite of Course 2*, students will learn the following computer science concepts:\n\n- Steps of computational thinking\n- Using and creating functions\n- Nested conditionals\n- While loops\n- Crowdsourcing\n- Methods of Internet data transmission\n- Digital Citizenship\n\n#### Which course is appropriate for the students you'll be working with?\n",
@@ -3032,7 +3032,7 @@
"Sam the Butterfly 3_markdown_instruction": "In the last puzzle we kept Sam from leaving on the left, now let's do the same thing on the right. Complete the `safe-right?` function to make sure Sam can't go off the right side of the screen.",
"Sam the Butterfly 4_markdown_instruction": "Huh, we can keep Sam from leaving on the left, or we can keep him from leaving on the right, but how can we keep him safe from leaving both directions? Try using the `and` block to program the function `on-screen?` to check if Sam is `safe-left?` and `safe-right?`",
"Sam the Butterfly 5_markdown_instruction": "Free Play: Awesome, we've kept Sam safe on the left and right! Use this free play stage to experiment with your functions and further improve `onscreen?`",
- "Sample Free Response_markdown_instruction": "In this module, you learned about how information gets shuttled from place-to-place on the internet, and the major steps along the way. **Write a lesson plan for your students about how packets are constructed.**\n\n### How this task is reviewed\nThis task is peer-reviewed by 2 peers, using the following rubric:\n\n - Lesson includes lecture\n - Lesson includes activity on network simulator",
+ "Sample Free Response_markdown_instruction": "In this module, you learned about how information gets shuttled from place-to-place on the internet, and the major steps along the way. **Write a lesson plan for your students about how packets are constructed.**\n\n### How this task is reviewed\nThis task is peer-reviewed by 2 peers, using the following rubric:\n\n - Lesson includes lecture\n - Lesson includes activity on network simulator",
"Screen Size_markdown_instruction": "# Hardware Accessibility: Screen Size\n\nAnother thing to consider about accessibility for different users is the size of the device they are using to view the web page. You can do a basic test for this by resizing the view area to see how the website changes with the changes in size.\n\n# Do This\n\n* Use the dragger to resize your preview area to see how your website adapts.\n* Shrink the size of the instructions area to resize how tall the web page is",
"Search Engine Optimizer_markdown_instruction": "# Search Engine Optimizer (SEO)\n\n**Search Engine Optimization** is the process of maximizing the number of visitors to a particular website by ensuring that the site appears high on the list of results returned by a search engine. A **Search Engine Optimizer** is a tool that analyzes a website on different qualities that lead to a higher rank on different search engines.\n\n# Do This\n\n* Open the SEO tool linked below in another tab\n* Try each of the websites on your list on the SEO:\n\t* Look at the score each website receives\n * Does your ranking generally correlate to the SEO scores?\n* Take a look at how the SEO is rating websites:\n * Look through the different sections of the rating\n  \n * What factors does the SEO use to score websites? \n * Are there new factors you could use in your algorithm that you had not thought of before?",
"Software Accessibility_markdown_instruction": "# Software Accessibility: Validator\n\nHTML is designed to display the same way on all computers, but sometimes you’ll notice that different web browsers, or even different versions of the same browser, display a website differently. Often this is because you either missed a rule of HTML, or didn’t describe your content specifically enough. Fortunately there’s a tool called the Validator that can check your code for errors!\n\n# Do This\n\n* Open up the Validator - Website\n* For each html file in your project\n\t* Copy the html into the box\n * Click check to see if there are an error\n\t* Make a list of all unique errors.\n * For each error, write in your own words what you think it means\n * For each error, search to find a potential solution.",
@@ -3051,15 +3051,15 @@
"Task: ASCII Representation of your Name_markdown_instruction": "# TASK: Write your name in ASCII\n\nUse the ASCII Table below to write your name in the decimal and binary representations: \n
\n\n\n\n
\nThe full ASCII table can be found here.\n\n",
"Task: Develop a Battleship Protocol_markdown_instruction": "# Task: Create a Battleship Protocol\n\nOne of the best ways to prepare to teach a lesson is by actually doing the activity yourself. As you complete the activity, consider the misconceptions that your students may have and what sorts of questions you can ask to help them overcome these barriers. \n
\nWhile completing this activity, note: \n\n- There are many 'correct' answers as long as the rules are used consistently.
\n- Challenge yourself to develop an *efficient* protocol. In this case, this means you should consider the fewest number of bits necessary to encode the whole message.
\n- If you have already looked at the exemplar protocol in this lesson, try to create your own unique protocol. This will help you empathize with students as you think about the design process necessary to develop the protocol.
\n
\n\n> Click here for the Battleship Protocols Activity Guide >> \n
\n> Click here for an exemplar solution >> \n\n
\n\nUse the space below to share your protocol.",
"Task: Encode an Experience_markdown_instruction": "# Task: Encode an Experience\n\n## Do the Activity\nOne of the best ways to prepare to help students with the challenges of this Practice PT is by actually encoding an experience yourself. As you complete the activity, consider the misconceptions that your students may have and what sorts of questions you can ask to help them overcome these barriers. In order to do this activity, you'll want to access the encode an experience activity guide and project template, both linked below. \n\n\n- First, you'll want to read through the lesson plan and the project activity guide \n- Then, encode a real life experience or event in binary! Follow the project tempalte to step through encoding an experience of your own. \n\n\n
\n### Head to the Forum >>\n
\n\n\n## Share Your Encoding and Ideas\nHead to the forum and share your ideas about this activity. Specifically, share: \n\n\n- Your encoded experience (feel free to upload and share your completed template).\n- Misconceptions that your students may have and what sorts of questions you can ask to help them overcome these barriers.\n\n\n## Submit the Link for your Forum Post\nOnce you’ve posted in the forum, share a link here. In order to get a direct link to your post, click the link icon directly under your post (shown in the picture below):\n\n\n\n\n\n",
- "Task: Explore Google Trends_markdown_instruction": "# Task: Explore Google Trends\n\n\nOne of the best ways to prepare to help students with this chunk of lessons is to start understanding ways to see trends in data. Here we’ll give some examples of related topics to search in google trends. In order to do this activity you’ll first want to review the how to guide for google trends (the last resource in this module). \n\n\n- Once you’ve read the how to guide, head to Google Trends \n- Play around with different queries that might reveal interesting relationships in what people are searching for on Google. For example: \n - s7 note and samsung stock\n - early voting and voter registration\n - earthquake and italy\n- Explore differences over time and by location \n - Look at different time periods (1 week, 30 days, 90 days, 1 year)\n - Look at different locations (different countries, states, cities)\n\n\n
\n### Head to the Forum >>\n
\n\n## Share Your Findings\nHead to the forum and share your findings. Specifically, share: \n\n\n- The topics you explored in Google Trends\n- Surprising or interesting relationships or trends \n- Misconceptions that your students may have and what sorts of questions you can ask to help them overcome these barriers.\n\n\n## Submit the Link for your Forum Post\nOnce you’ve posted in the forum, share a link here. In order to get a direct link to your post, click the link icon directly under your post (shown in the picture below):\n\n\n\n",
+ "Task: Explore Google Trends_markdown_instruction": "# Task: Explore Google Trends\n\n\nOne of the best ways to prepare to help students with this chunk of lessons is to start understanding ways to see trends in data. Here we’ll give some examples of related topics to search in google trends. In order to do this activity you’ll first want to review the how to guide for google trends (the last resource in this module). \n\n\n- Once you’ve read the how to guide, head to Google Trends \n- Play around with different queries that might reveal interesting relationships in what people are searching for on Google. For example: \n - s7 note and samsung stock\n - early voting and voter registration\n - earthquake and italy\n- Explore differences over time and by location \n - Look at different time periods (1 week, 30 days, 90 days, 1 year)\n - Look at different locations (different countries, states, cities)\n\n\n
\n### Head to the Forum >>\n
\n\n## Share Your Findings\nHead to the forum and share your findings. Specifically, share: \n\n\n- The topics you explored in Google Trends\n- Surprising or interesting relationships or trends \n- Misconceptions that your students may have and what sorts of questions you can ask to help them overcome these barriers.\n\n\n## Submit the Link for your Forum Post\nOnce you’ve posted in the forum, share a link here. In order to get a direct link to your post, click the link icon directly under your post (shown in the picture below):\n\n\n\n",
"Task: Make your own Favicon_markdown_instruction": "# Task: Make your own Favicon\n\n## Do the Activity\n\nOne of the best ways to prepare to teach a lesson is by actually doing the activity yourself. As you complete the activity, consider the misconceptions that your students may have and what sorts of questions you can ask to help them overcome these barriers. In order to do this activity, you'll want to access the color pixelation widget (which is a bubble in this module) as well as the favicon project description (linked below). \n\n\n- First, you'll want to play around with the color pixelation widget and get a sense of how it works.\n- Then, work to make your own favicon! Follow the instructions which are available in unit 2 lesson 4 \n\n\n
\n### Head to the Forum >>\n
\n\n\n## Share Your Favicon and Ideas\nHead to the forum and share your ideas about this activity. Specifically, share: \n\n- A screenshot of your Favicon.\n- Misconceptions that your students may have and what sorts of questions you can ask to help them overcome these barriers.\n\n\n## Submit the Link for your Forum Post\n\nOnce you’ve posted in the forum, share a link here. In order to get a direct link to your post, click the link icon directly under your post (shown in the picture below):\n\n\n\n\n\n\n\n\n",
"Task: Write your own Heuristic_markdown_instruction": "# Task: Write your own Heuristic\n\n## Do the Activity\n\nOne of the best ways to prepare to teach a lesson is by actually doing the activity yourself. As you complete the activity, consider the misconceptions that your students may have and what sorts of questions you can ask to help them overcome these barriers. In order to do this activity, you'll want to access the text compression widget (which is a bubble in this module) as well as the heuristic worksheet (linked below). \n\n- First, you'll want to play around with the text compression widget and get a sense of the types of patterns that you can pull out. \n- Then, work to develop your own heuristic! Feel free to follow this activity guide, from lesson 2.\n\n
\n### Head to the Forum >>\n
\n\n\n## Share Your Heuristic and Ideas\nHead to the forum and share your ideas about this activity. Specifically, share: \n\n- The heuristic you developed.\n- Misconceptions that your students may have and what sorts of questions you can ask to help them overcome these barriers.\n\n## Submit the Link for your Forum Post\n\nOnce you’ve posted in the forum, share a link here. In order to get a direct link to your post, click the link icon directly under your post (shown in the picture below):\n\n\n\n\n\n",
- "Teaching Practice Plan: Assessing Student Learning_markdown_instruction": "> **NOTE: before you start this task, make sure you’ve reviewed the resources in this module, and have a good sense of the connections to unit 1. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Teaching Practice Plan: Assessing Student Learning\n\nFor this task, you’re going to develop and submit a Teaching Practice Plan, which details your plan for assessing student learning throughout unit 1. Your plan should address the following: \n\n- Using what’s in the curriculum\n \n - How do you plan to use the assessment opportunities that have been provided in the curriculum? Your response should include how you plan to use formative lessons questions (blue bubbles in code studio), project rubrics, AP-style questions (following lesson 7 and lesson 14), practice performance task (lesson 14)\n\n\n- Making your own assessments\n\n - What types of assessments might you need to create or use on top of those provided in the curriculum? \n - What is your strategy for developing assessment opportunities that are consistent with the philosophy of the curriculum and activities? \n\nYou can type out your teaching practice plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how this practice will fit into your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n",
- "Teaching Practice Plan: Balancing Teacher and Tools_markdown_instruction": "> **NOTE: before you start this task, make sure you’ve reviewed the resources in this module, and have a good sense of the connections to unit 1. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n\n# Teaching Practice Plan: Balancing Teacher and Tools\n\n![](\"https://images.code.org/cd0612e68d70f40e2fd058fbf55b4abc-image-1474643895905.19.03)
\n\nFor this task, you’re going to develop and submit a Teaching Practice Plan, which details your general plan for managing technology throughout unit 1, as well as a specific plan for one of the technology-dependent lessons highlighted in red on the right. Your plan should be broken into two parts, and address the following things: \n\n- General strategies that you’ll apply throughout unit 1\n - Throughout unit 1, what classroom and technology management techniques will you use to help students stay focused on the lesson tasks? \n\n\n- Strategies specific to a selected lesson\n - Which of the highlighted lessons on the right are you discussing? \n - What is your plan for managing transitions between your instruction and students being in the tool? *Note: your response should include specifics about the lesson*\n - How do you plan to introduce the lesson challenge and the tool that students will use to complete the challenge? *Note: your response should include specifics about the lesson*\n\n\nYou can type out your teaching practice plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how this practice will fit into your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n \n",
+ "Teaching Practice Plan: Assessing Student Learning_markdown_instruction": "> **NOTE: before you start this task, make sure you’ve reviewed the resources in this module, and have a good sense of the connections to unit 1. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Teaching Practice Plan: Assessing Student Learning\n\nFor this task, you’re going to develop and submit a Teaching Practice Plan, which details your plan for assessing student learning throughout unit 1. Your plan should address the following: \n\n- Using what’s in the curriculum\n \n - How do you plan to use the assessment opportunities that have been provided in the curriculum? Your response should include how you plan to use formative lessons questions (blue bubbles in code studio), project rubrics, AP-style questions (following lesson 7 and lesson 14), practice performance task (lesson 14)\n\n\n- Making your own assessments\n\n - What types of assessments might you need to create or use on top of those provided in the curriculum? \n - What is your strategy for developing assessment opportunities that are consistent with the philosophy of the curriculum and activities? \n\nYou can type out your teaching practice plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how this practice will fit into your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n",
+ "Teaching Practice Plan: Balancing Teacher and Tools_markdown_instruction": "> **NOTE: before you start this task, make sure you’ve reviewed the resources in this module, and have a good sense of the connections to unit 1. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n\n# Teaching Practice Plan: Balancing Teacher and Tools\n\n\n\nFor this task, you’re going to develop and submit a Teaching Practice Plan, which details your general plan for managing technology throughout unit 1, as well as a specific plan for one of the technology-dependent lessons highlighted in red on the right. Your plan should be broken into two parts, and address the following things: \n\n- General strategies that you’ll apply throughout unit 1\n - Throughout unit 1, what classroom and technology management techniques will you use to help students stay focused on the lesson tasks? \n\n\n- Strategies specific to a selected lesson\n - Which of the highlighted lessons on the right are you discussing? \n - What is your plan for managing transitions between your instruction and students being in the tool? *Note: your response should include specifics about the lesson*\n - How do you plan to introduce the lesson challenge and the tool that students will use to complete the challenge? *Note: your response should include specifics about the lesson*\n\n\nYou can type out your teaching practice plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how this practice will fit into your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n \n",
"Teaching Practice Plan: Discovery Learning_markdown_instruction": "> **NOTE: before you start this task, make sure you’ve reviewed the resources in this module, and have a good sense of the connections to unit 1. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Teaching Practice Plan: Discovery Learning\n\nFor this task, you’re going to develop and submit a Teaching Practice Plan, which details your plan for building and supporting a culture of discovery learning in your classroom throughout unit 1. Your plan should address the following: \n\n- For lessons that call for students to discover a key computer science concept, how do you plan to balance your time frontloading content instruction with students’ time completing the activity and constructing their own knowledge? \n- What is your strategy for supporting students who struggle with this model of teaching and learning, and look to you to ‘just give them the answer’?\n- How do you plan to make sure students leave a lesson having discovered the underlying concept(s)? \n\nYou can type out your teaching practice plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how this practice will fit into your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n\n\n",
"Teaching Practice Plan: Group Work and Peer Learning_markdown_instruction": "> **NOTE: before you start this task, make sure you’ve reviewed the resources in this module, and have a good sense of the connections to unit 1. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n\n# Teaching Practice Plan: Group Work and Peer Learning\n\nFor this task, you’re going to develop and submit a Teaching Practice Plan, which details your plan for supporting group work throughout unit 1. Your plan should address the following things: \n\n- What is your plan for supporting students who are struggling to engage in group work, either because they prefer to work alone, or because they are having issues collaborating with their partner(s)? \n- How do you plan to help make sure all members of the team have a voice in their groups’ discussions?\n- How can you help students understand and appreciate the importance of learning through and from one another? \n\nYou can type out your teaching practice plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how this practice will fit into your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n\n\n\n",
"Teaching Practice Plan: Group Work and Peer Learning`_markdown_instruction": "> **NOTE: before you start this task, make sure you’ve reviewed the resources in this module, and have a good sense of the connections to unit 1. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n\n# Teaching Practice Plan: Group Work and Peer Learning`\n\nFor this task, you’re going to develop and submit a Teaching Practice Plan, which details your plan for supporting group work throughout unit 1. Your plan should address the following things: \n\n- What is your plan for supporting students who are struggling to engage in group work, either because they prefer to work alone, or because they are having issues collaborating with their partner(s)? \n- How do you plan to help make sure all members of the team have a voice in their groups’ discussions?\n- How can you help students understand and appreciate the importance of learning through and from one another? \n\nYou can type out your teaching practice plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how this practice will fit into your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n\n\n\n",
- "Teaching and Student Support Plan_markdown_instruction": "> **NOTE: before you start this task, make sure you’ve reviewed the lesson resources in this module, and have a good sense of how the lesson works. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Teaching and Student Support plan\n## Task Description\n\nNow that you have a better sense of this lesson, let’s think about the types of supports students will need in order to successfully complete it. Since the curriculum is based on inquiry learning, lessons feature activities that engage students in discovering core concepts themselves. It’s important to think through implementation plans and student support. In this task you will make a plan for teaching and student support that takes into account differentiation strategies and make-up work for absent students. Your teaching and student support plan should cover the following: \n\n- **Details on how you will implement and differentiate the lesson:**\n\n - An outline of any changes you will need to make to the lesson to fit your local constraints or context (for example: pacing and time, dealing with classroom setup, etc). \n - An overview of the types of student needs you’ll likely need to support in your classroom (for example: students who are struggling to understand the underlying concept; students who are already familiar with the concept, but still have room to learn more; etc)\n - Your plan for addressing each of the needs outlined above (for example: integrating extension activities or other materials for students who already know something about the topic)\n
\n\n- **Plan for catching up absent students:**\n\n - How will absent students catch up on activities they missed? \n\nYou can type out your teaching and student support plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how the lesson will play out in your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. ",
+ "Teaching and Student Support Plan_markdown_instruction": "> **NOTE: before you start this task, make sure you’ve reviewed the lesson resources in this module, and have a good sense of how the lesson works. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Teaching and Student Support plan\n## Task Description\n\nNow that you have a better sense of this lesson, let’s think about the types of supports students will need in order to successfully complete it. Since the curriculum is based on inquiry learning, lessons feature activities that engage students in discovering core concepts themselves. It’s important to think through implementation plans and student support. In this task you will make a plan for teaching and student support that takes into account differentiation strategies and make-up work for absent students. Your teaching and student support plan should cover the following: \n\n- **Details on how you will implement and differentiate the lesson:**\n\n - An outline of any changes you will need to make to the lesson to fit your local constraints or context (for example: pacing and time, dealing with classroom setup, etc). \n - An overview of the types of student needs you’ll likely need to support in your classroom (for example: students who are struggling to understand the underlying concept; students who are already familiar with the concept, but still have room to learn more; etc)\n - Your plan for addressing each of the needs outlined above (for example: integrating extension activities or other materials for students who already know something about the topic)\n
\n\n- **Plan for catching up absent students:**\n\n - How will absent students catch up on activities they missed? \n\nYou can type out your teaching and student support plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how the lesson will play out in your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. ",
"Test Contained Free Response_markdown_instruction": "My free response markdown instructions",
"Test Free Response Assessment Question_markdown_instruction": "Imagine that you have to send a list of 10 numbers to friend in binary using the bit-sending widget. The numbers are all between 0 and 100. Describe the issues or problems that you and your friend would encounter in trying to do this. How would you address these problem?\n\n### Hello!\n",
"Test Markdown level_markdown_instruction": "Enter prompt here\n\n# Test Markdown title\n\nTest Markdown prompt\n\n\n",
@@ -3141,12 +3141,12 @@
"U1L8 Free Response2_markdown_instruction": "How did collaboration play a role in the creation of your protocol?",
"U1L8 NetSim numbers with decimal_markdown_instruction": "## Sending Numbers Activity\n\n**Challenge:** Develop a protocol or set of rules for communicating a drawing to your partners using only bits.\n\n**Challenge Rules:**\nThe image will be a line drawing created by connecting points on a grid, like the one seen here.\nYou can discuss and agree on a protocol ahead of time, but the image exchange must happen without communication between the two parties other than through using the Internet Simulator.\n\n**Things to Consider:**\n- How will your points be formatted?\n- How does the recipient know when one number ends and the next begins?\n\n**Your Protocol:** Write the steps of your protocol on the worksheet provided by your teacher.\n\n",
"U1L9 Free Response Assessment_markdown_instruction": "Choose one of the topics you most enjoyed learning about today. Describe what new information you learned and how it relates to the way we create and use number systems.\n",
- "U2 L 1 - 2: Teaching and Student Support Plan_markdown_instruction": "
\n> **NOTE: before you start this task, make sure you’ve reviewed the lesson resources in this module, and have a good sense of how the lesson works. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Lessons 1 - 2: Teaching and Student Support Plan\n\n## Task Description\n\nNow that you have a better sense of this lessons in this sequence, let’s think about the types of supports students will need in order to be successful. Since the curriculum is based on inquiry learning, lessons feature activities that engage students in discovering core concepts themselves. It’s important to think through implementation plans and student support. In this task you will make a plan for teaching and student support **for one of the lessons in this sequence** that takes into account differentiation strategies and make-up work for absent students. Your teaching and student support plan should cover the following: \n\n\n- **Which lesson in the sequence are you discussing?** \n\n- **Details on how you will implement and differentiate the lesson:**\n\n - An outline of any changes you will need to make to the lesson to fit your local constraints or context (for example: pacing and time, dealing with classroom setup, etc). \n - An overview of the types of student needs you’ll likely need to support in your classroom (for example: students who are struggling to understand the underlying concept; students who are already familiar with the concept, but still have room to learn more; etc)\n - Your plan for addressing each of the needs outlined above (for example: integrating extension activities or other materials for students who already know something about the topic)\n - How will you address or emphasize the connection between lessons in this sequence? \n\n- **Plan for catching up absent students:**\n\n - How will absent students catch up on activities they missed? \n - How will you use the fact that the lessons in this sequence are related and build on one another to address make-up work? \n\nYou can type out your teaching and student support plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how the lesson will play out in your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n
",
- "U2 L1 - 2: Teaching and Student Support Plan_markdown_instruction": "
\n> **NOTE: before you start this task, make sure you’ve reviewed the lesson resources in this module, and have a good sense of how the lesson works. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Lessons 1 - 2: Teaching and Student Support Plan\n\n## Task Description\n\nNow that you have a better sense of this lessons in this sequence, let’s think about the types of supports students will need in order to be successful. Since the curriculum is based on inquiry learning, lessons feature activities that engage students in discovering core concepts themselves. It’s important to think through implementation plans and student support. In this task you will make a plan for teaching and student support **for one of the lessons in this sequence** that takes into account differentiation strategies and make-up work for absent students. Your teaching and student support plan should cover the following: \n\n\n- **Which lesson in the sequence are you discussing?** \n\n- **Details on how you will implement and differentiate the lesson:**\n\n - An outline of any changes you will need to make to the lesson to fit your local constraints or context (for example: pacing and time, dealing with classroom setup, etc). \n - An overview of the types of student needs you’ll likely need to support in your classroom (for example: students who are struggling to understand the underlying concept; students who are already familiar with the concept, but still have room to learn more; etc)\n - Your plan for addressing each of the needs outlined above (for example: integrating extension activities or other materials for students who already know something about the topic)\n - How will you address or emphasize the connection between lessons in this sequence? \n\n- **Plan for catching up absent students:**\n\n - How will absent students catch up on activities they missed? \n - How will you use the fact that the lessons in this sequence are related and build on one another to address make-up work? \n\nYou can type out your teaching and student support plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how the lesson will play out in your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n
",
- "U2 L11 - 15: Teaching and Student Support Plan_markdown_instruction": "
\n> **NOTE: before you start this task, make sure you’ve reviewed the lesson resources in this module, and have a good sense of how the lesson works. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Lessons 11 - 15: Teaching and Student Support Plan\n\n## Task Description\n\nNow that you have a better sense of this lessons in this sequence, let’s think about the types of supports students will need in order to be successful. Since the curriculum is based on inquiry learning, lessons feature activities that engage students in discovering core concepts themselves. It’s important to think through implementation plans and student support. In this task you will make a plan for teaching and student support **for one of the lessons in this sequence** that takes into account differentiation strategies and make-up work for absent students. Your teaching and student support plan should cover the following: \n\n\n- **Which lesson in the sequence are you discussing?** \n\n- **Details on how you will implement and differentiate the lesson:**\n\n - An outline of any changes you will need to make to the lesson to fit your local constraints or context (for example: pacing and time, dealing with classroom setup, etc). \n - An overview of the types of student needs you’ll likely need to support in your classroom (for example: students who are struggling to understand the underlying concept; students who are already familiar with the concept, but still have room to learn more; etc)\n - Your plan for addressing each of the needs outlined above (for example: integrating extension activities or other materials for students who already know something about the topic)\n - How will you address or emphasize the connection between lessons in this sequence? \n\n- **Plan for catching up absent students:**\n\n - How will absent students catch up on activities they missed? \n - How will you use the fact that the lessons in this sequence are related and build on one another to address make-up work? \n\nYou can type out your teaching and student support plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how the lesson will play out in your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n
",
- "U2 L3 - 4: Teaching and Student Support Plan_markdown_instruction": "
\n> **NOTE: before you start this task, make sure you’ve reviewed the lesson resources in this module, and have a good sense of how the lesson works. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Lessons 3 - 4: Teaching and Student Support Plan\n\n## Task Description\n\nNow that you have a better sense of this lessons in this sequence, let’s think about the types of supports students will need in order to be successful. Since the curriculum is based on inquiry learning, lessons feature activities that engage students in discovering core concepts themselves. It’s important to think through implementation plans and student support. In this task you will make a plan for teaching and student support **for one of the lessons in this sequence** that takes into account differentiation strategies and make-up work for absent students. Your teaching and student support plan should cover the following: \n\n\n- **Which lesson in the sequence are you discussing?** \n\n- **Details on how you will implement and differentiate the lesson:**\n\n - An outline of any changes you will need to make to the lesson to fit your local constraints or context (for example: pacing and time, dealing with classroom setup, etc). \n - An overview of the types of student needs you’ll likely need to support in your classroom (for example: students who are struggling to understand the underlying concept; students who are already familiar with the concept, but still have room to learn more; etc)\n - Your plan for addressing each of the needs outlined above (for example: integrating extension activities or other materials for students who already know something about the topic)\n - How will you address or emphasize the connection between lessons in this sequence? \n\n- **Plan for catching up absent students:**\n\n - How will absent students catch up on activities they missed? \n - How will you use the fact that the lessons in this sequence are related and build on one another to address make-up work? \n\nYou can type out your teaching and student support plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how the lesson will play out in your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n
",
- "U2 L5 - 6: Teaching and Student Support Plan_markdown_instruction": "
\n> **NOTE: before you start this task, make sure you’ve reviewed the lesson resources in this module, and have a good sense of how the lesson works. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Lessons 5 - 6: Teaching and Student Support Plan\n\n## Task Description\n\nNow that you have a better sense of this lessons in this sequence, let’s think about the types of supports students will need in order to be successful. Since the curriculum is based on inquiry learning, lessons feature activities that engage students in discovering core concepts themselves. It’s important to think through implementation plans and student support. In this task you will make a plan for teaching and student support **for one of the lessons in this sequence** that takes into account differentiation strategies and make-up work for absent students. Your teaching and student support plan should cover the following: \n\n\n- **Which lesson in the sequence are you discussing?** \n\n- **Details on how you will implement and differentiate the lesson:**\n\n - An outline of any changes you will need to make to the lesson to fit your local constraints or context (for example: pacing and time, dealing with classroom setup, etc). \n - An overview of the types of student needs you’ll likely need to support in your classroom (for example: students who are struggling to understand the underlying concept; students who are already familiar with the concept, but still have room to learn more; etc)\n - Your plan for addressing each of the needs outlined above (for example: integrating extension activities or other materials for students who already know something about the topic)\n - How will you address or emphasize the connection between lessons in this sequence? \n\n- **Plan for catching up absent students:**\n\n - How will absent students catch up on activities they missed? \n - How will you use the fact that the lessons in this sequence are related and build on one another to address make-up work? \n\nYou can type out your teaching and student support plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how the lesson will play out in your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n
",
- "U2 L7 - 10: Teaching and Student Support Plan_markdown_instruction": "
\n> **NOTE: before you start this task, make sure you’ve reviewed the lesson resources in this module, and have a good sense of how the lesson works. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Lessons 7 - 10: Teaching and Student Support Plan\n\n## Task Description\n\nNow that you have a better sense of this lessons in this sequence, let’s think about the types of supports students will need in order to be successful. Since the curriculum is based on inquiry learning, lessons feature activities that engage students in discovering core concepts themselves. It’s important to think through implementation plans and student support. In this task you will make a plan for teaching and student support **for one of the lessons in this sequence** that takes into account differentiation strategies and make-up work for absent students. Your teaching and student support plan should cover the following: \n\n\n- **Which lesson in the sequence are you discussing?** \n\n- **Details on how you will implement and differentiate the lesson:**\n\n - An outline of any changes you will need to make to the lesson to fit your local constraints or context (for example: pacing and time, dealing with classroom setup, etc). \n - An overview of the types of student needs you’ll likely need to support in your classroom (for example: students who are struggling to understand the underlying concept; students who are already familiar with the concept, but still have room to learn more; etc)\n - Your plan for addressing each of the needs outlined above (for example: integrating extension activities or other materials for students who already know something about the topic)\n - How will you address or emphasize the connection between lessons in this sequence? \n\n- **Plan for catching up absent students:**\n\n - How will absent students catch up on activities they missed? \n - How will you use the fact that the lessons in this sequence are related and build on one another to address make-up work? \n\nYou can type out your teaching and student support plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how the lesson will play out in your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n
",
+ "U2 L 1 - 2: Teaching and Student Support Plan_markdown_instruction": "
\n> **NOTE: before you start this task, make sure you’ve reviewed the lesson resources in this module, and have a good sense of how the lesson works. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Lessons 1 - 2: Teaching and Student Support Plan\n\n## Task Description\n\nNow that you have a better sense of this lessons in this sequence, let’s think about the types of supports students will need in order to be successful. Since the curriculum is based on inquiry learning, lessons feature activities that engage students in discovering core concepts themselves. It’s important to think through implementation plans and student support. In this task you will make a plan for teaching and student support **for one of the lessons in this sequence** that takes into account differentiation strategies and make-up work for absent students. Your teaching and student support plan should cover the following: \n\n\n- **Which lesson in the sequence are you discussing?** \n\n- **Details on how you will implement and differentiate the lesson:**\n\n - An outline of any changes you will need to make to the lesson to fit your local constraints or context (for example: pacing and time, dealing with classroom setup, etc). \n - An overview of the types of student needs you’ll likely need to support in your classroom (for example: students who are struggling to understand the underlying concept; students who are already familiar with the concept, but still have room to learn more; etc)\n - Your plan for addressing each of the needs outlined above (for example: integrating extension activities or other materials for students who already know something about the topic)\n - How will you address or emphasize the connection between lessons in this sequence? \n\n- **Plan for catching up absent students:**\n\n - How will absent students catch up on activities they missed? \n - How will you use the fact that the lessons in this sequence are related and build on one another to address make-up work? \n\nYou can type out your teaching and student support plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how the lesson will play out in your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n
",
+ "U2 L1 - 2: Teaching and Student Support Plan_markdown_instruction": "
\n> **NOTE: before you start this task, make sure you’ve reviewed the lesson resources in this module, and have a good sense of how the lesson works. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Lessons 1 - 2: Teaching and Student Support Plan\n\n## Task Description\n\nNow that you have a better sense of this lessons in this sequence, let’s think about the types of supports students will need in order to be successful. Since the curriculum is based on inquiry learning, lessons feature activities that engage students in discovering core concepts themselves. It’s important to think through implementation plans and student support. In this task you will make a plan for teaching and student support **for one of the lessons in this sequence** that takes into account differentiation strategies and make-up work for absent students. Your teaching and student support plan should cover the following: \n\n\n- **Which lesson in the sequence are you discussing?** \n\n- **Details on how you will implement and differentiate the lesson:**\n\n - An outline of any changes you will need to make to the lesson to fit your local constraints or context (for example: pacing and time, dealing with classroom setup, etc). \n - An overview of the types of student needs you’ll likely need to support in your classroom (for example: students who are struggling to understand the underlying concept; students who are already familiar with the concept, but still have room to learn more; etc)\n - Your plan for addressing each of the needs outlined above (for example: integrating extension activities or other materials for students who already know something about the topic)\n - How will you address or emphasize the connection between lessons in this sequence? \n\n- **Plan for catching up absent students:**\n\n - How will absent students catch up on activities they missed? \n - How will you use the fact that the lessons in this sequence are related and build on one another to address make-up work? \n\nYou can type out your teaching and student support plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how the lesson will play out in your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n
",
+ "U2 L11 - 15: Teaching and Student Support Plan_markdown_instruction": "
\n> **NOTE: before you start this task, make sure you’ve reviewed the lesson resources in this module, and have a good sense of how the lesson works. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Lessons 11 - 15: Teaching and Student Support Plan\n\n## Task Description\n\nNow that you have a better sense of this lessons in this sequence, let’s think about the types of supports students will need in order to be successful. Since the curriculum is based on inquiry learning, lessons feature activities that engage students in discovering core concepts themselves. It’s important to think through implementation plans and student support. In this task you will make a plan for teaching and student support **for one of the lessons in this sequence** that takes into account differentiation strategies and make-up work for absent students. Your teaching and student support plan should cover the following: \n\n\n- **Which lesson in the sequence are you discussing?** \n\n- **Details on how you will implement and differentiate the lesson:**\n\n - An outline of any changes you will need to make to the lesson to fit your local constraints or context (for example: pacing and time, dealing with classroom setup, etc). \n - An overview of the types of student needs you’ll likely need to support in your classroom (for example: students who are struggling to understand the underlying concept; students who are already familiar with the concept, but still have room to learn more; etc)\n - Your plan for addressing each of the needs outlined above (for example: integrating extension activities or other materials for students who already know something about the topic)\n - How will you address or emphasize the connection between lessons in this sequence? \n\n- **Plan for catching up absent students:**\n\n - How will absent students catch up on activities they missed? \n - How will you use the fact that the lessons in this sequence are related and build on one another to address make-up work? \n\nYou can type out your teaching and student support plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how the lesson will play out in your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n
",
+ "U2 L3 - 4: Teaching and Student Support Plan_markdown_instruction": "
\n> **NOTE: before you start this task, make sure you’ve reviewed the lesson resources in this module, and have a good sense of how the lesson works. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Lessons 3 - 4: Teaching and Student Support Plan\n\n## Task Description\n\nNow that you have a better sense of this lessons in this sequence, let’s think about the types of supports students will need in order to be successful. Since the curriculum is based on inquiry learning, lessons feature activities that engage students in discovering core concepts themselves. It’s important to think through implementation plans and student support. In this task you will make a plan for teaching and student support **for one of the lessons in this sequence** that takes into account differentiation strategies and make-up work for absent students. Your teaching and student support plan should cover the following: \n\n\n- **Which lesson in the sequence are you discussing?** \n\n- **Details on how you will implement and differentiate the lesson:**\n\n - An outline of any changes you will need to make to the lesson to fit your local constraints or context (for example: pacing and time, dealing with classroom setup, etc). \n - An overview of the types of student needs you’ll likely need to support in your classroom (for example: students who are struggling to understand the underlying concept; students who are already familiar with the concept, but still have room to learn more; etc)\n - Your plan for addressing each of the needs outlined above (for example: integrating extension activities or other materials for students who already know something about the topic)\n - How will you address or emphasize the connection between lessons in this sequence? \n\n- **Plan for catching up absent students:**\n\n - How will absent students catch up on activities they missed? \n - How will you use the fact that the lessons in this sequence are related and build on one another to address make-up work? \n\nYou can type out your teaching and student support plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how the lesson will play out in your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n
",
+ "U2 L5 - 6: Teaching and Student Support Plan_markdown_instruction": "
\n> **NOTE: before you start this task, make sure you’ve reviewed the lesson resources in this module, and have a good sense of how the lesson works. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Lessons 5 - 6: Teaching and Student Support Plan\n\n## Task Description\n\nNow that you have a better sense of this lessons in this sequence, let’s think about the types of supports students will need in order to be successful. Since the curriculum is based on inquiry learning, lessons feature activities that engage students in discovering core concepts themselves. It’s important to think through implementation plans and student support. In this task you will make a plan for teaching and student support **for one of the lessons in this sequence** that takes into account differentiation strategies and make-up work for absent students. Your teaching and student support plan should cover the following: \n\n\n- **Which lesson in the sequence are you discussing?** \n\n- **Details on how you will implement and differentiate the lesson:**\n\n - An outline of any changes you will need to make to the lesson to fit your local constraints or context (for example: pacing and time, dealing with classroom setup, etc). \n - An overview of the types of student needs you’ll likely need to support in your classroom (for example: students who are struggling to understand the underlying concept; students who are already familiar with the concept, but still have room to learn more; etc)\n - Your plan for addressing each of the needs outlined above (for example: integrating extension activities or other materials for students who already know something about the topic)\n - How will you address or emphasize the connection between lessons in this sequence? \n\n- **Plan for catching up absent students:**\n\n - How will absent students catch up on activities they missed? \n - How will you use the fact that the lessons in this sequence are related and build on one another to address make-up work? \n\nYou can type out your teaching and student support plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how the lesson will play out in your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n
",
+ "U2 L7 - 10: Teaching and Student Support Plan_markdown_instruction": "
\n> **NOTE: before you start this task, make sure you’ve reviewed the lesson resources in this module, and have a good sense of how the lesson works. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Lessons 7 - 10: Teaching and Student Support Plan\n\n## Task Description\n\nNow that you have a better sense of this lessons in this sequence, let’s think about the types of supports students will need in order to be successful. Since the curriculum is based on inquiry learning, lessons feature activities that engage students in discovering core concepts themselves. It’s important to think through implementation plans and student support. In this task you will make a plan for teaching and student support **for one of the lessons in this sequence** that takes into account differentiation strategies and make-up work for absent students. Your teaching and student support plan should cover the following: \n\n\n- **Which lesson in the sequence are you discussing?** \n\n- **Details on how you will implement and differentiate the lesson:**\n\n - An outline of any changes you will need to make to the lesson to fit your local constraints or context (for example: pacing and time, dealing with classroom setup, etc). \n - An overview of the types of student needs you’ll likely need to support in your classroom (for example: students who are struggling to understand the underlying concept; students who are already familiar with the concept, but still have room to learn more; etc)\n - Your plan for addressing each of the needs outlined above (for example: integrating extension activities or other materials for students who already know something about the topic)\n - How will you address or emphasize the connection between lessons in this sequence? \n\n- **Plan for catching up absent students:**\n\n - How will absent students catch up on activities they missed? \n - How will you use the fact that the lessons in this sequence are related and build on one another to address make-up work? \n\nYou can type out your teaching and student support plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how the lesson will play out in your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n
",
"U2 The Internet: Cybersecurity and Crime - Video_markdown_instruction": "[Video guide and questions](https://drive.google.com/open?id=1Qv4lgMMtP42sRlofUmGtElViD1AJ7yETvQ4pCh0rDjw)",
"U2 Vigenere_markdown_instruction": "# Encrypt and decrypt a message with the Vigenère cipher\n\nThis is an interactive version of the Vigenère cipher that animates the encryption and decryption as it’s happening, given a piece of text to encrypt or decrypt and the key.\n\n# Do this\n### Encrypt a message\nClick Step several times, and trace what’s happening. Pay attention to:\n\n- How the ciphertext is being produced\n- What happens when you get to the last character of the key\n- After you’ve stepped through a few characters click Play to watch the rest animate\n- Hit Restart and play the animation again. You can use the speed slider to speed it up or slow it down \n\n\n\n### Decrypt a message\nEncrypt a message as above, then: \n\n- Highlight and copy the ciphertext\n- Paste it into the plaintext area. Note: Don’t change the key\n- Change the Encrypt/Decrypt toggle to Decrypt\n- Hit Step a few times, and then Play\n\nYou should see the original text emerge. \n\n\n\nHow hard would it be to crack a message encrypted with this cipher? Does the length of the key make a difference?\n",
"U2 frequency caesar_markdown_instruction": "# Break a Caesar cipher!\n\nThis tool lets you play with text and do substitution ciphers. It also shows you a frequency analysis of the input text. (We’ll look at that more in a later lesson.) You can use this to either encrypt a message or decrypt it.\n\n# Do this\n- Load the **Sample message (easy)** from the message dropdown. This will load a message that has been encrypted with a Caesar cipher.\n\n\n\n- Using the buttons in the Caesar substitution tab, you can shift the alphabet forwards or backwards to try to unscramble the message.\n\n\n\nSee how long it takes you to crack the cipher! Is this a good method of encrypting secret data?\n",
@@ -3487,9 +3487,9 @@
"U3 Digital Assistant Target - Mehal_markdown_instruction": "# Introduction to the Digital Assistant\n\n__While digital assistants may seem like magic, they are just elaborate computer programs that parse, or process, text__ looking for combinations of words to make decisions about what to reply.\n\nOver the next few lessons, __you're going to build up your own digital assistant that responds \"intelligently\" to a user's question__, by making a decision about what to reply based on the contents.\n\nYou'll now __explore a demo digital assistant__, Movie Bot, that represents the kind of program that you'll build up to. Try out some of the prompts below and also try your own. You'll quickly find the limits of what this program can and can't do.\n\n# Do this\n__Run Movie Bot. In the _'enter your question here'_ input, type each of the following prompts and hit 'enter' __\n- 'help'\n- 'What is the best PG comedy movie ever?'\n- 'What PG comedy movie should I watch next?'\n- 'Could you please tell me the best romance movie?'\n- 'I waNT To WatCH a MovIE!!!'\n- 'What is the capital of Kentucky?'\n- Play around! Ask more questions of Movie Bot and make a prediction about what logic it's using to reply\n",
"U3 Digital Assistant Target_markdown_instruction": "# Introduction to the Digital Assistant\n\n__While digital assistants may seem like magic, they are just elaborate computer programs that parse, or process, text__ looking for combinations of words to make decisions about what to reply.\n\nOver the next few lessons, __you're going to build up your own digital assistant that responds \"intelligently\" to a user's question__, by making a decision about what to reply based on the contents.\n\nYou'll now __explore a demo digital assistant__, Movie Bot, that represents the kind of program that you'll build up to. Try out some of the prompts below and also try your own. You'll quickly find the limits of what this program can and can't do.\n\n# Do This:\n__Run Movie Bot. In the _'enter your question here'_ input, type each of the following prompts and hit 'enter.' __\n- 'help'\n- 'What is the best PG comedy movie ever?'\n- 'What PG comedy movie should I watch next?'\n- 'Could you please tell me the best romance movie?'\n- 'I waNT To WatCH a MovIE!!!'\n- 'What is the capital of Kentucky?'\n- Play around! Ask more questions of Movie Bot and make a prediction about what logic it's using to reply.\n",
"U3 Digital_markdown_instruction": "Time to make your own specialized digital assistant! We'll be working with this a lot, so make it personalized and fun!\n\n### Instructions:\n\n* Choose a topic you want your digital assistant to specialize in. It should be something you are interested in and know a lot about. Examples: Country Music, Sushi, College Football, Comedy Movies\n\n* Create your digital assistant\n\n\t* Your digital assistant should read the user's input and display it back to them along with some default response.\n \n * Anyone should be able to easily distinguish between the text that the user typed and the response from the digital assistant.\n",
- "U3 L1 - 3: Teaching and Student Support Plan_markdown_instruction": "
\n> **NOTE: before you start this task, make sure you’ve reviewed the lesson resources in this module, and have a good sense of how the lesson works. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Lessons 1 - 3: Teaching and Student Support Plan\n\n## Task Description\n\nNow that you have a better sense of this lessons in this sequence, let’s think about the types of supports students will need in order to be successful. Since the curriculum is based on inquiry learning, lessons feature activities that engage students in discovering core concepts themselves. It’s important to think through implementation plans and student support. In this task you will make a plan for teaching and student support **for one of the lessons in this sequence** that takes into account differentiation strategies and make-up work for absent students. Your teaching and student support plan should cover the following: \n\n\n- **Which lesson in the sequence are you discussing?** \n\n- **Details on how you will implement and differentiate the lesson:**\n\n - An outline of any changes you will need to make to the lesson to fit your local constraints or context (for example: pacing and time, dealing with classroom setup, etc). \n - An overview of the types of student needs you’ll likely need to support in your classroom (for example: students who are struggling to understand the underlying concept; students who are already familiar with the concept, but still have room to learn more; etc)\n - Your plan for addressing each of the needs outlined above (for example: integrating extension activities or other materials for students who already know something about the topic)\n - How will you address or emphasize the connection between lessons in this sequence? \n\n- **Plan for catching up absent students:**\n\n - How will absent students catch up on activities they missed? \n - How will you use the fact that the lessons in this sequence are related and build on one another to address make-up work? \n\nYou can type out your teaching and student support plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how the lesson will play out in your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n
",
- "U3 L4 - 6: Teaching and Student Support Plan_markdown_instruction": "
\n> **NOTE: before you start this task, make sure you’ve reviewed the lesson resources in this module, and have a good sense of how the lesson works. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Lessons 4 - 6: Teaching and Student Support Plan\n\n## Task Description\n\nNow that you have a better sense of this lessons in this sequence, let’s think about the types of supports students will need in order to be successful. Since the curriculum is based on inquiry learning, lessons feature activities that engage students in discovering core concepts themselves. It’s important to think through implementation plans and student support. In this task you will make a plan for teaching and student support **for one of the lessons in this sequence** that takes into account differentiation strategies and make-up work for absent students. Your teaching and student support plan should cover the following: \n\n\n- **Which lesson in the sequence are you discussing?** \n\n- **Details on how you will implement and differentiate the lesson:**\n\n - An outline of any changes you will need to make to the lesson to fit your local constraints or context (for example: pacing and time, dealing with classroom setup, etc). \n - An overview of the types of student needs you’ll likely need to support in your classroom (for example: students who are struggling to understand the underlying concept; students who are already familiar with the concept, but still have room to learn more; etc)\n - Your plan for addressing each of the needs outlined above (for example: integrating extension activities or other materials for students who already know something about the topic)\n - How will you address or emphasize the connection between lessons in this sequence? \n\n- **Plan for catching up absent students:**\n\n - How will absent students catch up on activities they missed? \n - How will you use the fact that the lessons in this sequence are related and build on one another to address make-up work? \n\nYou can type out your teaching and student support plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how the lesson will play out in your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n
",
- "U3 L7 - 9: Teaching and Student Support Plan_markdown_instruction": "
\n> **NOTE: before you start this task, make sure you’ve reviewed the lesson resources in this module, and have a good sense of how the lesson works. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Lessons 7 - 9: Teaching and Student Support Plan\n\n## Task Description\n\nNow that you have a better sense of this lessons in this sequence, let’s think about the types of supports students will need in order to be successful. Since the curriculum is based on inquiry learning, lessons feature activities that engage students in discovering core concepts themselves. It’s important to think through implementation plans and student support. In this task you will make a plan for teaching and student support **for one of the lessons in this sequence** that takes into account differentiation strategies and make-up work for absent students. Your teaching and student support plan should cover the following: \n\n\n- **Which lesson in the sequence are you discussing?** \n\n- **Details on how you will implement and differentiate the lesson:**\n\n - An outline of any changes you will need to make to the lesson to fit your local constraints or context (for example: pacing and time, dealing with classroom setup, etc). \n - An overview of the types of student needs you’ll likely need to support in your classroom (for example: students who are struggling to understand the underlying concept; students who are already familiar with the concept, but still have room to learn more; etc)\n - Your plan for addressing each of the needs outlined above (for example: integrating extension activities or other materials for students who already know something about the topic)\n - How will you address or emphasize the connection between lessons in this sequence? \n\n- **Plan for catching up absent students:**\n\n - How will absent students catch up on activities they missed? \n - How will you use the fact that the lessons in this sequence are related and build on one another to address make-up work? \n\nYou can type out your teaching and student support plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how the lesson will play out in your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n
",
+ "U3 L1 - 3: Teaching and Student Support Plan_markdown_instruction": "
\n> **NOTE: before you start this task, make sure you’ve reviewed the lesson resources in this module, and have a good sense of how the lesson works. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Lessons 1 - 3: Teaching and Student Support Plan\n\n## Task Description\n\nNow that you have a better sense of this lessons in this sequence, let’s think about the types of supports students will need in order to be successful. Since the curriculum is based on inquiry learning, lessons feature activities that engage students in discovering core concepts themselves. It’s important to think through implementation plans and student support. In this task you will make a plan for teaching and student support **for one of the lessons in this sequence** that takes into account differentiation strategies and make-up work for absent students. Your teaching and student support plan should cover the following: \n\n\n- **Which lesson in the sequence are you discussing?** \n\n- **Details on how you will implement and differentiate the lesson:**\n\n - An outline of any changes you will need to make to the lesson to fit your local constraints or context (for example: pacing and time, dealing with classroom setup, etc). \n - An overview of the types of student needs you’ll likely need to support in your classroom (for example: students who are struggling to understand the underlying concept; students who are already familiar with the concept, but still have room to learn more; etc)\n - Your plan for addressing each of the needs outlined above (for example: integrating extension activities or other materials for students who already know something about the topic)\n - How will you address or emphasize the connection between lessons in this sequence? \n\n- **Plan for catching up absent students:**\n\n - How will absent students catch up on activities they missed? \n - How will you use the fact that the lessons in this sequence are related and build on one another to address make-up work? \n\nYou can type out your teaching and student support plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how the lesson will play out in your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n
",
+ "U3 L4 - 6: Teaching and Student Support Plan_markdown_instruction": "
\n> **NOTE: before you start this task, make sure you’ve reviewed the lesson resources in this module, and have a good sense of how the lesson works. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Lessons 4 - 6: Teaching and Student Support Plan\n\n## Task Description\n\nNow that you have a better sense of this lessons in this sequence, let’s think about the types of supports students will need in order to be successful. Since the curriculum is based on inquiry learning, lessons feature activities that engage students in discovering core concepts themselves. It’s important to think through implementation plans and student support. In this task you will make a plan for teaching and student support **for one of the lessons in this sequence** that takes into account differentiation strategies and make-up work for absent students. Your teaching and student support plan should cover the following: \n\n\n- **Which lesson in the sequence are you discussing?** \n\n- **Details on how you will implement and differentiate the lesson:**\n\n - An outline of any changes you will need to make to the lesson to fit your local constraints or context (for example: pacing and time, dealing with classroom setup, etc). \n - An overview of the types of student needs you’ll likely need to support in your classroom (for example: students who are struggling to understand the underlying concept; students who are already familiar with the concept, but still have room to learn more; etc)\n - Your plan for addressing each of the needs outlined above (for example: integrating extension activities or other materials for students who already know something about the topic)\n - How will you address or emphasize the connection between lessons in this sequence? \n\n- **Plan for catching up absent students:**\n\n - How will absent students catch up on activities they missed? \n - How will you use the fact that the lessons in this sequence are related and build on one another to address make-up work? \n\nYou can type out your teaching and student support plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how the lesson will play out in your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n
",
+ "U3 L7 - 9: Teaching and Student Support Plan_markdown_instruction": "
\n> **NOTE: before you start this task, make sure you’ve reviewed the lesson resources in this module, and have a good sense of how the lesson works. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Lessons 7 - 9: Teaching and Student Support Plan\n\n## Task Description\n\nNow that you have a better sense of this lessons in this sequence, let’s think about the types of supports students will need in order to be successful. Since the curriculum is based on inquiry learning, lessons feature activities that engage students in discovering core concepts themselves. It’s important to think through implementation plans and student support. In this task you will make a plan for teaching and student support **for one of the lessons in this sequence** that takes into account differentiation strategies and make-up work for absent students. Your teaching and student support plan should cover the following: \n\n\n- **Which lesson in the sequence are you discussing?** \n\n- **Details on how you will implement and differentiate the lesson:**\n\n - An outline of any changes you will need to make to the lesson to fit your local constraints or context (for example: pacing and time, dealing with classroom setup, etc). \n - An overview of the types of student needs you’ll likely need to support in your classroom (for example: students who are struggling to understand the underlying concept; students who are already familiar with the concept, but still have room to learn more; etc)\n - Your plan for addressing each of the needs outlined above (for example: integrating extension activities or other materials for students who already know something about the topic)\n - How will you address or emphasize the connection between lessons in this sequence? \n\n- **Plan for catching up absent students:**\n\n - How will absent students catch up on activities they missed? \n - How will you use the fact that the lessons in this sequence are related and build on one another to address make-up work? \n\nYou can type out your teaching and student support plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how the lesson will play out in your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n
",
"U3 Variables consolelog_markdown_instruction": "# Console.log\n\nThe **Debug Console** is an area below your code. Your user will never see the debug console. It is useful for **displaying information only you want to see, especially while debugging your program**.\n\nThe `console.log` command can be used with **numbers, text, and the labels of a variable**, and will display the information provided on a new line in the Debug Console.\n\n```\nvar size = 100;\nconsole.log(\"The value of size is\"); //displays this text on a line\nconsole.log(size); //displays the value of size (100)\n```\n\n# Do This\n\n* **Use the `console.log` command** to display the random value currently stored in `size`",
"U3 Variables flower example_markdown_instruction": "# Drawing with Variables\n\n**Get excited because you're about to see your first variable used in a program!** You won't need to write any new lines of code. Instead run the program and then try changing the number assigned to the variable `petalSize` in line 3. Be ready to discuss the changes you see and why you think they're happening.\n\n# Do This\n\n* Change the value assigned to `petalSize` and rerun the program.\n* **Turn to a neighbor and discuss:**\n\t* What changes in your program when you change this value?\n * Where in the code can you see the value of `petalSize` being used?",
"U3 Variables gray square_markdown_instruction": "# Drawing with Variables\n\n**Get excited because you're about to see your first variable used in a program!** This program uses a variable in three separate ways.\n\n* `var size;` Creates a new variable with the label size\n* `size = 50;` Assigns the value 50 to size\n* `rect(200, 200, size, size);` Uses the value in size to draw a rectangle with equal width and height.\n\n# Do This\n\n* Run the program once to see how it works\n* **Change the value assigned to size in line 2** and rerun the program to see what changed.",
@@ -3980,9 +3980,9 @@
"U4 - fix contacts by hand in data table_2018_markdown_instruction": "# Add Contacts to the Data Table by Hand\n\nWhen you originally created this app, you hard-coded at least **three contacts\"** that were added to your contacts list every time the program started running. You'll want to move their information into the database as well.\n\n# Do This:\n\n**Your code from the previous exercise** is provided.\n\n* In the Data Viewer, go to the table you are using to store your contacts.\n* Add rows to the table and copy in the url, name, phone number, etc. for each of the hard-coded contacts in your app.\n* **Don't actually delete your hard-coded contacts from your code.**",
"U4 - last stage test adding contcts_markdown_instruction": "# Test the App\n\nIf you run your app now, you can add contacts and they will be saved to the database, but they will also show up \"locally\" in your app. That is, until you restart it.\n\n**When you restart the app, it only reloads the hard-coded contacts. This is okay for now.** In the **next lesson** you'll learn how to pull data from the database back into the app.\n\nAs a final step for now...\n\n# Do This:\n\n**Your code from the previous exercise** is provided.\n\n * **Add a few new contacts to your app and confirm you can scroll through them**.\n * In the Data Viewer, **confirm those contacts were added to your database**.\n * Restart your app. Confirm that **the newly added contacts are no longer stored locally in your app, but they still exist in the database**.\n * In the Data Viewer confirm those **\"lost\" contacts are still stored in your database**.",
"U4 - last stage test adding contcts_2018_markdown_instruction": "# Test the App\n\nIf you run your app now, you can add contacts and they will be saved to the database, but they will also show up \"locally\" in your app. That is, until you restart it.\n\n**When you restart the app, it only reloads the hard-coded contacts. This is okay for now.** In the **next lesson** you'll learn how to pull data from the database back into the app.\n\nAs a final step for now...\n\n# Do This:\n\n**Your code from the previous exercise** is provided.\n\n * **Add a few new contacts to your app and confirm you can scroll through them**.\n * In the Data Viewer, **confirm those contacts were added to your database**.\n * Restart your app. Confirm that **the newly added contacts are no longer stored locally in your app, but they still exist in the database**.\n * In the Data Viewer confirm those **\"lost\" contacts are still stored in your database**.",
- "U4 L1 - 4: Teaching and Student Support Plan_markdown_instruction": "
\n> **NOTE: before you start this task, make sure you’ve reviewed the lesson resources in this module, and have a good sense of how the lesson works. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Lessons 1 - 4: Teaching and Student Support Plan\n\n## Task Description\n\nNow that you have a better sense of this lessons in this sequence, let’s think about the types of supports students will need in order to be successful. Since the curriculum is based on inquiry learning, lessons feature activities that engage students in discovering core concepts themselves. It’s important to think through implementation plans and student support. In this task you will make a plan for teaching and student support **for one of the lessons in this sequence** that takes into account differentiation strategies and make-up work for absent students. Your teaching and student support plan should cover the following: \n\n\n- **Which lesson in the sequence are you discussing?** \n\n- **Details on how you will implement and differentiate the lesson:**\n\n - An outline of any changes you will need to make to the lesson to fit your local constraints or context (for example: pacing and time, dealing with classroom setup, etc). \n - An overview of the types of student needs you’ll likely need to support in your classroom (for example: students who are struggling to understand the underlying concept; students who are already familiar with the concept, but still have room to learn more; etc)\n - Your plan for addressing each of the needs outlined above (for example: integrating extension activities or other materials for students who already know something about the topic)\n - How will you address or emphasize the connection between lessons in this sequence? \n\n- **Plan for catching up absent students:**\n\n - How will absent students catch up on activities they missed? \n - How will you use the fact that the lessons in this sequence are related and build on one another to address make-up work? \n\nYou can type out your teaching and student support plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how the lesson will play out in your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n
",
- "U4 L5 - 7: Teaching and Student Support Plan_markdown_instruction": "
\n> **NOTE: before you start this task, make sure you’ve reviewed the lesson resources in this module, and have a good sense of how the lesson works. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Lessons 5 - 7: Teaching and Student Support Plan\n\n## Task Description\n\nNow that you have a better sense of this lessons in this sequence, let’s think about the types of supports students will need in order to be successful. Since the curriculum is based on inquiry learning, lessons feature activities that engage students in discovering core concepts themselves. It’s important to think through implementation plans and student support. In this task you will make a plan for teaching and student support **for one of the lessons in this sequence** that takes into account differentiation strategies and make-up work for absent students. Your teaching and student support plan should cover the following: \n\n\n- **Which lesson in the sequence are you discussing?** \n\n- **Details on how you will implement and differentiate the lesson:**\n\n - An outline of any changes you will need to make to the lesson to fit your local constraints or context (for example: pacing and time, dealing with classroom setup, etc). \n - An overview of the types of student needs you’ll likely need to support in your classroom (for example: students who are struggling to understand the underlying concept; students who are already familiar with the concept, but still have room to learn more; etc)\n - Your plan for addressing each of the needs outlined above (for example: integrating extension activities or other materials for students who already know something about the topic)\n - How will you address or emphasize the connection between lessons in this sequence? \n\n- **Plan for catching up absent students:**\n\n - How will absent students catch up on activities they missed? \n - How will you use the fact that the lessons in this sequence are related and build on one another to address make-up work? \n\nYou can type out your teaching and student support plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how the lesson will play out in your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n
",
- "U4 L8 - 9: Teaching and Student Support Plan_markdown_instruction": "
\n> **NOTE: before you start this task, make sure you’ve reviewed the lesson resources in this module, and have a good sense of how the lesson works. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Lessons 8 - 9: Teaching and Student Support Plan\n\n## Task Description\n\nNow that you have a better sense of this lessons in this sequence, let’s think about the types of supports students will need in order to be successful. Since the curriculum is based on inquiry learning, lessons feature activities that engage students in discovering core concepts themselves. It’s important to think through implementation plans and student support. In this task you will make a plan for teaching and student support **for one of the lessons in this sequence** that takes into account differentiation strategies and make-up work for absent students. Your teaching and student support plan should cover the following: \n\n\n- **Which lesson in the sequence are you discussing?** \n\n- **Details on how you will implement and differentiate the lesson:**\n\n - An outline of any changes you will need to make to the lesson to fit your local constraints or context (for example: pacing and time, dealing with classroom setup, etc). \n - An overview of the types of student needs you’ll likely need to support in your classroom (for example: students who are struggling to understand the underlying concept; students who are already familiar with the concept, but still have room to learn more; etc)\n - Your plan for addressing each of the needs outlined above (for example: integrating extension activities or other materials for students who already know something about the topic)\n - How will you address or emphasize the connection between lessons in this sequence? \n\n- **Plan for catching up absent students:**\n\n - How will absent students catch up on activities they missed? \n - How will you use the fact that the lessons in this sequence are related and build on one another to address make-up work? \n\nYou can type out your teaching and student support plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how the lesson will play out in your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n
",
+ "U4 L1 - 4: Teaching and Student Support Plan_markdown_instruction": "
\n> **NOTE: before you start this task, make sure you’ve reviewed the lesson resources in this module, and have a good sense of how the lesson works. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Lessons 1 - 4: Teaching and Student Support Plan\n\n## Task Description\n\nNow that you have a better sense of this lessons in this sequence, let’s think about the types of supports students will need in order to be successful. Since the curriculum is based on inquiry learning, lessons feature activities that engage students in discovering core concepts themselves. It’s important to think through implementation plans and student support. In this task you will make a plan for teaching and student support **for one of the lessons in this sequence** that takes into account differentiation strategies and make-up work for absent students. Your teaching and student support plan should cover the following: \n\n\n- **Which lesson in the sequence are you discussing?** \n\n- **Details on how you will implement and differentiate the lesson:**\n\n - An outline of any changes you will need to make to the lesson to fit your local constraints or context (for example: pacing and time, dealing with classroom setup, etc). \n - An overview of the types of student needs you’ll likely need to support in your classroom (for example: students who are struggling to understand the underlying concept; students who are already familiar with the concept, but still have room to learn more; etc)\n - Your plan for addressing each of the needs outlined above (for example: integrating extension activities or other materials for students who already know something about the topic)\n - How will you address or emphasize the connection between lessons in this sequence? \n\n- **Plan for catching up absent students:**\n\n - How will absent students catch up on activities they missed? \n - How will you use the fact that the lessons in this sequence are related and build on one another to address make-up work? \n\nYou can type out your teaching and student support plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how the lesson will play out in your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n
",
+ "U4 L5 - 7: Teaching and Student Support Plan_markdown_instruction": "
\n> **NOTE: before you start this task, make sure you’ve reviewed the lesson resources in this module, and have a good sense of how the lesson works. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Lessons 5 - 7: Teaching and Student Support Plan\n\n## Task Description\n\nNow that you have a better sense of this lessons in this sequence, let’s think about the types of supports students will need in order to be successful. Since the curriculum is based on inquiry learning, lessons feature activities that engage students in discovering core concepts themselves. It’s important to think through implementation plans and student support. In this task you will make a plan for teaching and student support **for one of the lessons in this sequence** that takes into account differentiation strategies and make-up work for absent students. Your teaching and student support plan should cover the following: \n\n\n- **Which lesson in the sequence are you discussing?** \n\n- **Details on how you will implement and differentiate the lesson:**\n\n - An outline of any changes you will need to make to the lesson to fit your local constraints or context (for example: pacing and time, dealing with classroom setup, etc). \n - An overview of the types of student needs you’ll likely need to support in your classroom (for example: students who are struggling to understand the underlying concept; students who are already familiar with the concept, but still have room to learn more; etc)\n - Your plan for addressing each of the needs outlined above (for example: integrating extension activities or other materials for students who already know something about the topic)\n - How will you address or emphasize the connection between lessons in this sequence? \n\n- **Plan for catching up absent students:**\n\n - How will absent students catch up on activities they missed? \n - How will you use the fact that the lessons in this sequence are related and build on one another to address make-up work? \n\nYou can type out your teaching and student support plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how the lesson will play out in your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n
",
+ "U4 L8 - 9: Teaching and Student Support Plan_markdown_instruction": "
\n> **NOTE: before you start this task, make sure you’ve reviewed the lesson resources in this module, and have a good sense of how the lesson works. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Lessons 8 - 9: Teaching and Student Support Plan\n\n## Task Description\n\nNow that you have a better sense of this lessons in this sequence, let’s think about the types of supports students will need in order to be successful. Since the curriculum is based on inquiry learning, lessons feature activities that engage students in discovering core concepts themselves. It’s important to think through implementation plans and student support. In this task you will make a plan for teaching and student support **for one of the lessons in this sequence** that takes into account differentiation strategies and make-up work for absent students. Your teaching and student support plan should cover the following: \n\n\n- **Which lesson in the sequence are you discussing?** \n\n- **Details on how you will implement and differentiate the lesson:**\n\n - An outline of any changes you will need to make to the lesson to fit your local constraints or context (for example: pacing and time, dealing with classroom setup, etc). \n - An overview of the types of student needs you’ll likely need to support in your classroom (for example: students who are struggling to understand the underlying concept; students who are already familiar with the concept, but still have room to learn more; etc)\n - Your plan for addressing each of the needs outlined above (for example: integrating extension activities or other materials for students who already know something about the topic)\n - How will you address or emphasize the connection between lessons in this sequence? \n\n- **Plan for catching up absent students:**\n\n - How will absent students catch up on activities they missed? \n - How will you use the fact that the lessons in this sequence are related and build on one another to address make-up work? \n\nYou can type out your teaching and student support plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how the lesson will play out in your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n
",
"U4 Model App_markdown_instruction": "# This is the template for the U4 model app",
"U4 Model App_2018_markdown_instruction": "# This is the template for the U4 model app",
"U4 Model Design 1_markdown_instruction": "\n\n\n\n
\n\nClick to expand\n\n
\n\n# Creating a digital prototype\n\nUsing the prototype to the right (click the image to enlarge it) you're going to create a digital prototype of the example app \"Recycling Finder\". We've already added a few of the elements for you, including the title, but it doesn't look quite right yet. We'll go over each element of this as we go, but for now let's **just focus on the title**.\n\n\n\n# Do This\n\n* **Make sure you are in Design Mode,** the switch appears above your app window on the left.\n* **Click on the title text** to view its properties.\n* **Change the property \"text\"** to \"Recycling Finder\".\n* **Change the \"font size\"** to make the title larger.\n* **Change the \"text alignment\"** so the title is centered on the screen.\n\n_Note: Make sure you click **\"Run\"** before moving on to save your progress._",
@@ -4112,11 +4112,11 @@
"U5 ColorSleuth scoring pt2 add scoring if statement console_markdown_instruction": "\nDO THIS:\n\n* add an if statement to updateScore\n* if currentPlayer == player1\n player1Score += amt\n* else\n player2score += amt\n \nNote: cleverness of `amt` var. Means we don't need to decide whether to add or subtract. \n\n",
"U5 ColorSleuth scoring pt3 update UI for scoring_markdown_instruction": "## Next step - update the UI to show the score.\n![](\"https://images.code.org/2614d8d57f91d9a29d86a0223ec35d63-image-1481221332835.gif\")
\nThis is pretty easy at this point.\n\nThere are UI text labels for the player's scores called `score1_label` and `score2_label`.\n\nAdd `setText` statements at the end of the function (either replace the console.log statements, or just add after them). The label for player 1 would look like this:\n\n\t\tsetText(\"score1_label\", p1Score);\n\n**TEST IT OUT**\n\n* After adding the `setText` statements you should see the score being updated with each click (see animation).\n* You can actually play the game a little bit now!\n\nWhy set both text labels each time? [click to expand]
\n\nYou might be wondering why we set both text labels each time updateScoreBy is called, rather than putting it inside the if-statement to set the text of the appropriate label. After all, only one score is changing every time.
\nThe reason is basically: laziness. Even though only one score will change with each click, it really doesn't hurt to set both text labels just to be safe.\nIn the future, maybe you might change the app so that both player1 and player2's scores might change with a single click. Maybe, maybe not.\nBut we can be lazy and just set both score text labels every time and not have to worry about it.\nWhy set both text labels each time? [click to expand]
\n\nYou might be wondering why we set both text labels each time updateScoreBy is called, rather than putting it inside the if-statement to set the text of the appropriate label. After all, only one score is changing every time.
\nThe reason is basically: laziness. Even though only one score will change with each click, it really doesn't hurt to set both text labels just to be safe.\nIn the future, maybe you might change the app so that both player1 and player2's scores might change with a single click. Maybe, maybe not.\nBut we can be lazy and just set both score text labels every time and not have to worry about it.\n
\n> **NOTE: before you start this task, make sure you’ve reviewed the lesson resources in this module, and have a good sense of how the lessons work. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Lessons 1 - 3: Teaching and Student Support Plan\n\n## Task Description\n\nNow that you have a better sense of this lessons in this sequence, let’s think about the types of supports students will need in order to be successful. Since the curriculum is based on inquiry learning, lessons feature activities that engage students in discovering core concepts themselves. It’s important to think through implementation plans and student support. In this task you will make a plan for teaching and student support **for one of the lessons in this sequence** that takes into account differentiation strategies and make-up work for absent students. Your teaching and student support plan should cover the following: \n\n\n- **Which lesson in the sequence are you discussing?** \n\n- **Details on how you will implement and differentiate the lesson:**\n\n - An outline of any changes you will need to make to the lesson to fit your local constraints or context (for example: pacing and time, dealing with classroom setup, etc). \n - An overview of the types of student needs you’ll likely need to support in your classroom (for example: students who are struggling to understand the underlying concept; students who are already familiar with the concept, but still have room to learn more; etc)\n - Your plan for addressing each of the needs outlined above (for example: integrating extension activities or other materials for students who already know something about the topic)\n - How will you address or emphasize the connection between lessons in this sequence? \n\n- **Plan for catching up absent students:**\n\n - How will absent students catch up on activities they missed? \n - How will you use the fact that the lessons in this sequence are related and build on one another to address make-up work? \n\nYou can type out your teaching and student support plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how the lesson will play out in your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n
",
- "U5 L11 - 14: Teaching and Student Support Plan_markdown_instruction": "
\n> **NOTE: before you start this task, make sure you’ve reviewed the lesson resources in this module, and have a good sense of how the lessons work. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Lessons 11 - 14: Teaching and Student Support Plan\n\n## Task Description\n\nNow that you have a better sense of this lessons in this sequence, let’s think about the types of supports students will need in order to be successful. Since the curriculum is based on inquiry learning, lessons feature activities that engage students in discovering core concepts themselves. It’s important to think through implementation plans and student support. In this task you will make a plan for teaching and student support **for one of the lessons in this sequence** that takes into account differentiation strategies and make-up work for absent students. Your teaching and student support plan should cover the following: \n\n\n- **Which lesson in the sequence are you discussing?** \n\n- **Details on how you will implement and differentiate the lesson:**\n\n - An outline of any changes you will need to make to the lesson to fit your local constraints or context (for example: pacing and time, dealing with classroom setup, etc). \n - An overview of the types of student needs you’ll likely need to support in your classroom (for example: students who are struggling to understand the underlying concept; students who are already familiar with the concept, but still have room to learn more; etc)\n - Your plan for addressing each of the needs outlined above (for example: integrating extension activities or other materials for students who already know something about the topic)\n - How will you address or emphasize the connection between lessons in this sequence? \n\n- **Plan for catching up absent students:**\n\n - How will absent students catch up on activities they missed? \n - How will you use the fact that the lessons in this sequence are related and build on one another to address make-up work? \n\nYou can type out your teaching and student support plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how the lesson will play out in your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n
",
- "U5 L15 - 17: Teaching and Student Support Plan_markdown_instruction": "
\n> **NOTE: before you start this task, make sure you’ve reviewed the lesson resources in this module, and have a good sense of how the lessons work. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Lessons 15 - 17: Teaching and Student Support Plan\n\n## Task Description\n\nNow that you have a better sense of this lessons in this sequence, let’s think about the types of supports students will need in order to be successful. Since the curriculum is based on inquiry learning, lessons feature activities that engage students in discovering core concepts themselves. It’s important to think through implementation plans and student support. In this task you will make a plan for teaching and student support **for one of the lessons in this sequence** that takes into account differentiation strategies and make-up work for absent students. Your teaching and student support plan should cover the following: \n\n\n- **Which lesson in the sequence are you discussing?** \n\n- **Details on how you will implement and differentiate the lesson:**\n\n - An outline of any changes you will need to make to the lesson to fit your local constraints or context (for example: pacing and time, dealing with classroom setup, etc). \n - An overview of the types of student needs you’ll likely need to support in your classroom (for example: students who are struggling to understand the underlying concept; students who are already familiar with the concept, but still have room to learn more; etc)\n - Your plan for addressing each of the needs outlined above (for example: integrating extension activities or other materials for students who already know something about the topic)\n - How will you address or emphasize the connection between lessons in this sequence? \n\n- **Plan for catching up absent students:**\n\n - How will absent students catch up on activities they missed? \n - How will you use the fact that the lessons in this sequence are related and build on one another to address make-up work? \n\nYou can type out your teaching and student support plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how the lesson will play out in your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n
",
- "U5 L4 - 6: Teaching and Student Support Plan_markdown_instruction": "
\n> **NOTE: before you start this task, make sure you’ve reviewed the lesson resources in this module, and have a good sense of how the lessons work. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Lessons 4 - 6: Teaching and Student Support Plan\n\n## Task Description\n\nNow that you have a better sense of this lessons in this sequence, let’s think about the types of supports students will need in order to be successful. Since the curriculum is based on inquiry learning, lessons feature activities that engage students in discovering core concepts themselves. It’s important to think through implementation plans and student support. In this task you will make a plan for teaching and student support **for one of the lessons in this sequence** that takes into account differentiation strategies and make-up work for absent students. Your teaching and student support plan should cover the following: \n\n\n- **Which lesson in the sequence are you discussing?** \n\n- **Details on how you will implement and differentiate the lesson:**\n\n - An outline of any changes you will need to make to the lesson to fit your local constraints or context (for example: pacing and time, dealing with classroom setup, etc). \n - An overview of the types of student needs you’ll likely need to support in your classroom (for example: students who are struggling to understand the underlying concept; students who are already familiar with the concept, but still have room to learn more; etc)\n - Your plan for addressing each of the needs outlined above (for example: integrating extension activities or other materials for students who already know something about the topic)\n - How will you address or emphasize the connection between lessons in this sequence? \n\n- **Plan for catching up absent students:**\n\n - How will absent students catch up on activities they missed? \n - How will you use the fact that the lessons in this sequence are related and build on one another to address make-up work? \n\nYou can type out your teaching and student support plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how the lesson will play out in your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n
",
- "U5 L7 - 10: Teaching and Student Support Plan_markdown_instruction": "
\n> **NOTE: before you start this task, make sure you’ve reviewed the lesson resources in this module, and have a good sense of how the lessons work. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Lessons 7 - 10: Teaching and Student Support Plan\n\n## Task Description\n\nNow that you have a better sense of this lessons in this sequence, let’s think about the types of supports students will need in order to be successful. Since the curriculum is based on inquiry learning, lessons feature activities that engage students in discovering core concepts themselves. It’s important to think through implementation plans and student support. In this task you will make a plan for teaching and student support **for one of the lessons in this sequence** that takes into account differentiation strategies and make-up work for absent students. Your teaching and student support plan should cover the following: \n\n\n- **Which lesson in the sequence are you discussing?** \n\n- **Details on how you will implement and differentiate the lesson:**\n\n - An outline of any changes you will need to make to the lesson to fit your local constraints or context (for example: pacing and time, dealing with classroom setup, etc). \n - An overview of the types of student needs you’ll likely need to support in your classroom (for example: students who are struggling to understand the underlying concept; students who are already familiar with the concept, but still have room to learn more; etc)\n - Your plan for addressing each of the needs outlined above (for example: integrating extension activities or other materials for students who already know something about the topic)\n - How will you address or emphasize the connection between lessons in this sequence? \n\n- **Plan for catching up absent students:**\n\n - How will absent students catch up on activities they missed? \n - How will you use the fact that the lessons in this sequence are related and build on one another to address make-up work? \n\nYou can type out your teaching and student support plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how the lesson will play out in your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n
",
+ "U5 L1 - 3: Teaching and Student Support Plan_markdown_instruction": "
\n> **NOTE: before you start this task, make sure you’ve reviewed the lesson resources in this module, and have a good sense of how the lessons work. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Lessons 1 - 3: Teaching and Student Support Plan\n\n## Task Description\n\nNow that you have a better sense of this lessons in this sequence, let’s think about the types of supports students will need in order to be successful. Since the curriculum is based on inquiry learning, lessons feature activities that engage students in discovering core concepts themselves. It’s important to think through implementation plans and student support. In this task you will make a plan for teaching and student support **for one of the lessons in this sequence** that takes into account differentiation strategies and make-up work for absent students. Your teaching and student support plan should cover the following: \n\n\n- **Which lesson in the sequence are you discussing?** \n\n- **Details on how you will implement and differentiate the lesson:**\n\n - An outline of any changes you will need to make to the lesson to fit your local constraints or context (for example: pacing and time, dealing with classroom setup, etc). \n - An overview of the types of student needs you’ll likely need to support in your classroom (for example: students who are struggling to understand the underlying concept; students who are already familiar with the concept, but still have room to learn more; etc)\n - Your plan for addressing each of the needs outlined above (for example: integrating extension activities or other materials for students who already know something about the topic)\n - How will you address or emphasize the connection between lessons in this sequence? \n\n- **Plan for catching up absent students:**\n\n - How will absent students catch up on activities they missed? \n - How will you use the fact that the lessons in this sequence are related and build on one another to address make-up work? \n\nYou can type out your teaching and student support plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how the lesson will play out in your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n
",
+ "U5 L11 - 14: Teaching and Student Support Plan_markdown_instruction": "
\n> **NOTE: before you start this task, make sure you’ve reviewed the lesson resources in this module, and have a good sense of how the lessons work. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Lessons 11 - 14: Teaching and Student Support Plan\n\n## Task Description\n\nNow that you have a better sense of this lessons in this sequence, let’s think about the types of supports students will need in order to be successful. Since the curriculum is based on inquiry learning, lessons feature activities that engage students in discovering core concepts themselves. It’s important to think through implementation plans and student support. In this task you will make a plan for teaching and student support **for one of the lessons in this sequence** that takes into account differentiation strategies and make-up work for absent students. Your teaching and student support plan should cover the following: \n\n\n- **Which lesson in the sequence are you discussing?** \n\n- **Details on how you will implement and differentiate the lesson:**\n\n - An outline of any changes you will need to make to the lesson to fit your local constraints or context (for example: pacing and time, dealing with classroom setup, etc). \n - An overview of the types of student needs you’ll likely need to support in your classroom (for example: students who are struggling to understand the underlying concept; students who are already familiar with the concept, but still have room to learn more; etc)\n - Your plan for addressing each of the needs outlined above (for example: integrating extension activities or other materials for students who already know something about the topic)\n - How will you address or emphasize the connection between lessons in this sequence? \n\n- **Plan for catching up absent students:**\n\n - How will absent students catch up on activities they missed? \n - How will you use the fact that the lessons in this sequence are related and build on one another to address make-up work? \n\nYou can type out your teaching and student support plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how the lesson will play out in your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n
",
+ "U5 L15 - 17: Teaching and Student Support Plan_markdown_instruction": "
\n> **NOTE: before you start this task, make sure you’ve reviewed the lesson resources in this module, and have a good sense of how the lessons work. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Lessons 15 - 17: Teaching and Student Support Plan\n\n## Task Description\n\nNow that you have a better sense of this lessons in this sequence, let’s think about the types of supports students will need in order to be successful. Since the curriculum is based on inquiry learning, lessons feature activities that engage students in discovering core concepts themselves. It’s important to think through implementation plans and student support. In this task you will make a plan for teaching and student support **for one of the lessons in this sequence** that takes into account differentiation strategies and make-up work for absent students. Your teaching and student support plan should cover the following: \n\n\n- **Which lesson in the sequence are you discussing?** \n\n- **Details on how you will implement and differentiate the lesson:**\n\n - An outline of any changes you will need to make to the lesson to fit your local constraints or context (for example: pacing and time, dealing with classroom setup, etc). \n - An overview of the types of student needs you’ll likely need to support in your classroom (for example: students who are struggling to understand the underlying concept; students who are already familiar with the concept, but still have room to learn more; etc)\n - Your plan for addressing each of the needs outlined above (for example: integrating extension activities or other materials for students who already know something about the topic)\n - How will you address or emphasize the connection between lessons in this sequence? \n\n- **Plan for catching up absent students:**\n\n - How will absent students catch up on activities they missed? \n - How will you use the fact that the lessons in this sequence are related and build on one another to address make-up work? \n\nYou can type out your teaching and student support plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how the lesson will play out in your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n
",
+ "U5 L4 - 6: Teaching and Student Support Plan_markdown_instruction": "
\n> **NOTE: before you start this task, make sure you’ve reviewed the lesson resources in this module, and have a good sense of how the lessons work. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Lessons 4 - 6: Teaching and Student Support Plan\n\n## Task Description\n\nNow that you have a better sense of this lessons in this sequence, let’s think about the types of supports students will need in order to be successful. Since the curriculum is based on inquiry learning, lessons feature activities that engage students in discovering core concepts themselves. It’s important to think through implementation plans and student support. In this task you will make a plan for teaching and student support **for one of the lessons in this sequence** that takes into account differentiation strategies and make-up work for absent students. Your teaching and student support plan should cover the following: \n\n\n- **Which lesson in the sequence are you discussing?** \n\n- **Details on how you will implement and differentiate the lesson:**\n\n - An outline of any changes you will need to make to the lesson to fit your local constraints or context (for example: pacing and time, dealing with classroom setup, etc). \n - An overview of the types of student needs you’ll likely need to support in your classroom (for example: students who are struggling to understand the underlying concept; students who are already familiar with the concept, but still have room to learn more; etc)\n - Your plan for addressing each of the needs outlined above (for example: integrating extension activities or other materials for students who already know something about the topic)\n - How will you address or emphasize the connection between lessons in this sequence? \n\n- **Plan for catching up absent students:**\n\n - How will absent students catch up on activities they missed? \n - How will you use the fact that the lessons in this sequence are related and build on one another to address make-up work? \n\nYou can type out your teaching and student support plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how the lesson will play out in your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n
",
+ "U5 L7 - 10: Teaching and Student Support Plan_markdown_instruction": "
\n> **NOTE: before you start this task, make sure you’ve reviewed the lesson resources in this module, and have a good sense of how the lessons work. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Lessons 7 - 10: Teaching and Student Support Plan\n\n## Task Description\n\nNow that you have a better sense of this lessons in this sequence, let’s think about the types of supports students will need in order to be successful. Since the curriculum is based on inquiry learning, lessons feature activities that engage students in discovering core concepts themselves. It’s important to think through implementation plans and student support. In this task you will make a plan for teaching and student support **for one of the lessons in this sequence** that takes into account differentiation strategies and make-up work for absent students. Your teaching and student support plan should cover the following: \n\n\n- **Which lesson in the sequence are you discussing?** \n\n- **Details on how you will implement and differentiate the lesson:**\n\n - An outline of any changes you will need to make to the lesson to fit your local constraints or context (for example: pacing and time, dealing with classroom setup, etc). \n - An overview of the types of student needs you’ll likely need to support in your classroom (for example: students who are struggling to understand the underlying concept; students who are already familiar with the concept, but still have room to learn more; etc)\n - Your plan for addressing each of the needs outlined above (for example: integrating extension activities or other materials for students who already know something about the topic)\n - How will you address or emphasize the connection between lessons in this sequence? \n\n- **Plan for catching up absent students:**\n\n - How will absent students catch up on activities they missed? \n - How will you use the fact that the lessons in this sequence are related and build on one another to address make-up work? \n\nYou can type out your teaching and student support plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how the lesson will play out in your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n
",
"U5 Video compound booleans_markdown_instruction": "### Points to pay attention to:\n\n* The \"Boolean operators\" are AND and OR. \n* In JavaScript you write them as `&&` for AND and `||` for OR.\n* You use them to combine boolean expressions into a single statement when you need to check multiple conditions before executing a particular segment of code.\n\n",
"U5 Video if-else-if_markdown_instruction": "### Points to pay attention to:\n\n* **START at 2:20** \n This is the second half of the video you watched earlier. \n\n* An If-else-if statement let's you check more than one condition at a time.\n* The **order of conditions matters**. Since conditions are checked sequentially from top to bottom, the code that gets executed will be the *first* statement to evaluate to true.\n\n",
"U5 compound boolean museum example_markdown_instruction": "## You Try It\n\n**Recreate the museum price example from the video.**\n\n* We've setup everything for you **except the boolean expression in the *if* statement is incomplete**\n\n**Modify the boolean expression** (it just says `age < 21` right now) to use combinations of `&&` and `||` to reflect the following condition:\n\n* IF *It's Tuesday or Thursday or the age is between 12 and 21* they get a discount\n* ELSE they pay full price\n\n**TIP:** switching to text mode might make this easier to compose.",
@@ -4157,20 +4157,20 @@
"Underground If Statements_markdown_instruction": "Now things are getting tricky. Mine 3 redstone, but don’t fall in the lava. Use an `if` command to place cobblestone over any lava you uncover.",
"Underground If Statements_2018_markdown_instruction": "Now things are getting tricky. Mine 3 redstone, but don’t fall in the lava. Use an `if` command to place cobblestone over any lava you uncover.",
"Unit 2 RGB Mapping_markdown_instruction": "# RGB Colors\n\nAll colors, whether they have names or not, can be described by the level of red, green, and blue light it takes to make them. This is called an RGB value (short for Red-Green-Blue). You can use the widget on your left to try out different RGB values and see what colors they make.\n\n* **Click \"Run\" to start the widget on the left,** and use the sliders to adjust the levels of red, green, and blue light.\n* For each of the colors below, match it to its RGB value. Type your response in the box below.\n\nA) red: 216, green: 191, blue: 216 - rgb(216,191,216)\n\nB) red: 255, green: 239, blue: 213 - rgb(255,239,213)\n\nC) red: 255, green: 140, blue: 105 - rgb(255,140,105)\n\nD) red: 123, green: 104, blue: 238 - rgb(123,104,238)\n\nE) red: 107, green: 142, blue: 35 - rgb(107,142,35)\n\n\n\n
\n
\n**Why do red and green make yellow?**
\nWhen you mix paint, red and green make brown, but RGB color mixing uses light instead of paint, so the colors mix differently. RGB uses _additive color mixing_. In additive color mixing, red and green make yellow, red and blue make magenta, and blue and green make cyan. When you mix the three primary colors together (red, green, and blue), they make white. You can read more at Wikipedia - Additive Color\n
\n
\n**How many colors can I make with RGB color mixing?**
\n\nYou can make make over sixteen million different colors with RGB color mixing.\n
\n
![](\"https://images.code.org/96277a718d83c091b701cf64a816c1ec-image-1477933390543.00.02)
\n\nFor this task, you’re going to develop and submit a Teaching Practice Plan, which details your general plan for managing technology throughout unit 2, as well as a specific plan for one of the technology-dependent lessons highlighted in unit overview on the right. Note that the lessons with a `red solid rectangle` all require the use of computers, but for the purpose of students looking at existing information. In lessons with the `dashed purple rectangle` students are creating computational artifacts with spreadsheet tools. Lessons indicated with the `solid dark blue oval` use a widget in Code Studio. \n\nYour plan should be broken into two parts, and address the following things: \n\n- General strategies that you’ll apply throughout unit 2\n - Throughout unit 2, what classroom and technology management techniques will you use to help students stay focused on the lesson tasks? \n\n\n- Strategies specific to a selected lesson\n - Which of the highlighted lessons on the right are you discussing? \n - What is your plan for managing transitions between your instruction and students being in the tool? *Note: your response should include specifics about the lesson*\n - How do you plan to introduce the lesson challenge and the tool that students will use to complete the challenge? *Note: your response should include specifics about the lesson*\n\n\nYou can type out your teaching practice plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how this practice will fit into your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n \n\n",
+ "Unit 2 Teaching Practice Plan: Assessing Student Learning_markdown_instruction": "> **NOTE: before you start this task, make sure you’ve reviewed the resources in this module, and have a good sense of the connections to unit 2. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Unit 2 Teaching Practice Plan: Assessing Student Learning\n\nFor this task, you’re going to develop and submit a Teaching Practice Plan, which details your plan for assessing student learning throughout unit 2. Your plan should address the following: \n\n- Using what’s in the curriculum\n \n - How do you plan to use the assessment opportunities that have been provided in the curriculum? Your response should include how you plan to use formative lessons questions (blue bubbles in code studio), project rubrics, AP-style questions (following lesson 6 and lesson 17), practice performance tasks (lessons 6 and 15)\n\n\n- Making your own assessments\n\n - What types of assessments might you need to create or use on top of those provided in the curriculum? \n - What is your strategy for developing assessment opportunities that are consistent with the philosophy of the curriculum and activities? \n\nYou can type out your teaching practice plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how this practice will fit into your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n",
+ "Unit 2 Teaching Practice Plan: Balancing Teacher and Tools_markdown_instruction": "> **NOTE: before you start this task, make sure you’ve reviewed the resources in this module, and have a good sense of the connections to unit 2. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n\n# Unit 2 Teaching Practice Plan: Balancing Teacher and Tools\n\n\n\nFor this task, you’re going to develop and submit a Teaching Practice Plan, which details your general plan for managing technology throughout unit 2, as well as a specific plan for one of the technology-dependent lessons highlighted in unit overview on the right. Note that the lessons with a `red solid rectangle` all require the use of computers, but for the purpose of students looking at existing information. In lessons with the `dashed purple rectangle` students are creating computational artifacts with spreadsheet tools. Lessons indicated with the `solid dark blue oval` use a widget in Code Studio. \n\nYour plan should be broken into two parts, and address the following things: \n\n- General strategies that you’ll apply throughout unit 2\n - Throughout unit 2, what classroom and technology management techniques will you use to help students stay focused on the lesson tasks? \n\n\n- Strategies specific to a selected lesson\n - Which of the highlighted lessons on the right are you discussing? \n - What is your plan for managing transitions between your instruction and students being in the tool? *Note: your response should include specifics about the lesson*\n - How do you plan to introduce the lesson challenge and the tool that students will use to complete the challenge? *Note: your response should include specifics about the lesson*\n\n\nYou can type out your teaching practice plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how this practice will fit into your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n \n\n",
"Unit 2 Teaching Practice Plan: Discovery Learning_markdown_instruction": "
\n> **NOTE: before you start this task, make sure you’ve reviewed the resources in this module, and have a good sense of the connections to unit 2. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Unit 2 Teaching Practice Plan: Discovery Learning\n\nFor this task, you’re going to develop and submit a Teaching Practice Plan, which details your plan for building and supporting a culture of discovery learning in your classroom throughout unit 2. Your plan should address the following: \n\n- For lessons that call for students to discover a key computer science concept, how do you plan to balance your time frontloading content instruction with students’ time completing the activity and constructing their own knowledge? \n- What is your strategy for supporting students who struggle with this model of teaching and learning, and look to you to ‘just give them the answer’?\n- How do you plan to make sure students leave a lesson having discovered the underlying concept(s)? \n\nYou can type out your teaching practice plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how this practice will fit into your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n\n\n",
"Unit 2 Teaching Practice Plan: Group Work and Peer Learning_markdown_instruction": "
\n\n> **NOTE: before you start this task, make sure you’ve reviewed the resources in this module, and have a good sense of the connections to unit 2. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n\n# Unit 2 Teaching Practice Plan: Group Work and Peer Learning\n\nFor this task, you’re going to develop and submit a Teaching Practice Plan, which details your plan for supporting group work throughout unit 2. Your plan should address the following things: \n\n- What is your plan for supporting students who are struggling to engage in group work, either because they prefer to work alone, or because they are having issues collaborating with their partner(s)?\n- How do you plan to help make sure all members of the team have a voice in their groups’ discussions?\n- How can you help students understand and appreciate the importance of learning through and from one another? \n\nYou can type out your teaching practice plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how this practice will fit into your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n\n\n\n",
- "Unit 3 Teaching Practice Plan: Assessing Student Learning_markdown_instruction": "> **NOTE: before you start this task, make sure you’ve reviewed the resources in this module, and have a good sense of the connections to unit 3. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Unit 3 Teaching Practice Plan: Assessing Student Learning\n\nFor this task, you’re going to develop and submit a Teaching Practice Plan, which details your plan for assessing student learning throughout unit 3. Your plan should address the following: \n\n- Using what’s in the curriculum\n \n - How do you plan to use the assessment opportunities that have been provided in the curriculum? Your response should include how you plan to use formative lessons questions (blue bubbles in code studio), project rubrics, AP-style questions, practice performance tasks (lesson 10).\n\n\n- Making your own assessments\n\n - What types of assessments might you need to create or use on top of those provided in the curriculum? \n - What is your strategy for developing assessment opportunities that are consistent with the philosophy of the curriculum and activities? \n\nYou can type out your teaching practice plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how this practice will fit into your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n",
- "Unit 3 Teaching Practice Plan: Balancing Teacher and Tools_markdown_instruction": "> **NOTE: before you start this task, make sure you’ve reviewed the resources in this module, and have a good sense of the connections to unit 3. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n\n# Unit 3 Teaching Practice Plan: Balancing Teacher and Tools\n\n\nFor this task, you’re going to develop and submit a Teaching Practice Plan, which details your general plan for managing technology throughout unit 3, as well as a specific plan for one of the technology-dependent lessons (which are lessons 4 - 10). \n\nYour plan should be broken into two parts, and address the following things: \n\n- General strategies that you’ll apply throughout unit 3\n - Throughout unit 3, what classroom and technology management techniques will you use to help students stay focused on the lesson tasks? \n\n\n- Strategies specific to a selected lesson\n - Which of the plugged-in lessons are you discussing? \n - What is your plan for managing transitions between your instruction and students being in the tool? *Note: your response should include specifics about the lesson*\n - How do you plan to introduce the lesson challenge and the tool that students will use to complete the challenge? *Note: your response should include specifics about the lesson*\n\n\nYou can type out your teaching practice plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how this practice will fit into your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n \n\n",
+ "Unit 3 Teaching Practice Plan: Assessing Student Learning_markdown_instruction": "> **NOTE: before you start this task, make sure you’ve reviewed the resources in this module, and have a good sense of the connections to unit 3. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Unit 3 Teaching Practice Plan: Assessing Student Learning\n\nFor this task, you’re going to develop and submit a Teaching Practice Plan, which details your plan for assessing student learning throughout unit 3. Your plan should address the following: \n\n- Using what’s in the curriculum\n \n - How do you plan to use the assessment opportunities that have been provided in the curriculum? Your response should include how you plan to use formative lessons questions (blue bubbles in code studio), project rubrics, AP-style questions, practice performance tasks (lesson 10).\n\n\n- Making your own assessments\n\n - What types of assessments might you need to create or use on top of those provided in the curriculum? \n - What is your strategy for developing assessment opportunities that are consistent with the philosophy of the curriculum and activities? \n\nYou can type out your teaching practice plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how this practice will fit into your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n",
+ "Unit 3 Teaching Practice Plan: Balancing Teacher and Tools_markdown_instruction": "> **NOTE: before you start this task, make sure you’ve reviewed the resources in this module, and have a good sense of the connections to unit 3. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n\n# Unit 3 Teaching Practice Plan: Balancing Teacher and Tools\n\n\nFor this task, you’re going to develop and submit a Teaching Practice Plan, which details your general plan for managing technology throughout unit 3, as well as a specific plan for one of the technology-dependent lessons (which are lessons 4 - 10). \n\nYour plan should be broken into two parts, and address the following things: \n\n- General strategies that you’ll apply throughout unit 3\n - Throughout unit 3, what classroom and technology management techniques will you use to help students stay focused on the lesson tasks? \n\n\n- Strategies specific to a selected lesson\n - Which of the plugged-in lessons are you discussing? \n - What is your plan for managing transitions between your instruction and students being in the tool? *Note: your response should include specifics about the lesson*\n - How do you plan to introduce the lesson challenge and the tool that students will use to complete the challenge? *Note: your response should include specifics about the lesson*\n\n\nYou can type out your teaching practice plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how this practice will fit into your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n \n\n",
"Unit 3 Teaching Practice Plan: Discovery Learning_markdown_instruction": "
\n> **NOTE: before you start this task, make sure you’ve reviewed the resources in this module, and have a good sense of the connections to unit 3. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Unit 3 Teaching Practice Plan: Discovery Learning\n\nFor this task, you’re going to develop and submit a Teaching Practice Plan, which details your plan for building and supporting a culture of discovery learning in your classroom throughout unit 3. Your plan should address the following: \n\n- For lessons that call for students to discover a key computer science concept, how do you plan to balance your time frontloading content instruction with students’ time completing the activity and constructing their own knowledge? \n- What is your strategy for supporting students who struggle with this model of teaching and learning, and look to you to ‘just give them the answer’?\n- How do you plan to make sure students leave a lesson having discovered the underlying concept(s)? \n\nYou can type out your teaching practice plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how this practice will fit into your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n\n\n",
"Unit 3 Teaching Practice Plan: Group Work and Peer Learning_markdown_instruction": "
\n\n> **NOTE: before you start this task, make sure you’ve reviewed the resources in this module, and have a good sense of the connections to unit 3. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n\n# Unit 3 Teaching Practice Plan: Group Work and Peer Learning\n\nFor this task, you’re going to develop and submit a Teaching Practice Plan, which details your plan for supporting group work throughout unit 3. Your plan should address the following things: \n\n- What is your plan for supporting students who are struggling to engage in group work, either because they prefer to work alone, or because they are having issues collaborating with their partner(s)?\n- How do you plan to help make sure all members of the team have a voice in their groups’ discussions?\n- How can you help students understand and appreciate the importance of learning through and from one another? \n\nYou can type out your teaching practice plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how this practice will fit into your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n\n\n\n",
- "Unit 4 Teaching Practice Plan: Assessing Student Learning_markdown_instruction": "> **NOTE: before you start this task, make sure you’ve reviewed the resources in this module, and have a good sense of the connections to unit 4. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Unit 4 Teaching Practice Plan: Assessing Student Learning\n\nFor this task, you’re going to develop and submit a Teaching Practice Plan, which details your plan for assessing student learning throughout unit 4. Your plan should address the following: \n\n- **Using what’s in the curriculum** How do you plan to use the assessment opportunities that have been provided in the curriculum? Your response should include how you plan to use:\n - formative lessons questions (blue bubbles in code studio), \n - project rubrics, \n - AP-style questions (following lesson 9), \n - practice performance tasks (lesson 9).\n\n- **Making your own assessments**\n - What types of assessments might you need to create or use on top of those provided in the curriculum? \n - What is your strategy for developing assessment opportunities that are consistent with the philosophy of the curriculum and activities? \n\nYou can type out your teaching practice plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how this practice will fit into your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n",
- "Unit 4 Teaching Practice Plan: Balancing Teacher and Tools_markdown_instruction": "> **NOTE: before you start this task, make sure you’ve reviewed the resources in this module, and have a good sense of the connections to unit 4. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n\n# Unit 4 Teaching Practice Plan: Balancing Teacher and Tools\n\n![](\"https://images.code.org/1cc3effc2c7fbd1003ecb8a8561f893e-image-1481692026401.38.35)
\n\nFor this task, you’re going to develop and submit a Teaching Practice Plan, which details your general plan for managing technology throughout unit 4, as well as a specific plan for one of the technology-dependent lessons highlighted in unit overview on the right. Note that lessons with a solid red boarder leverage primarily external tools, while lessons with the dashed line use custom-made widgets and tools that are housed within Code Studio. \n\n\nYour plan should be broken into two parts, and address the following things: \n\n- General strategies that you’ll apply throughout unit 4\n - Throughout unit 4, what classroom and technology management techniques will you use to help students stay focused on the lesson tasks? \n\n- Strategies specific to a selected lesson\n - Which of the highlighted lessons on the right are you discussing? \n - What is your plan for managing transitions between your instruction and students being in the tool? *Note: your response should include specifics about the lesson*\n - How do you plan to introduce the lesson challenge and the tool that students will use to complete the challenge? *Note: your response should include specifics about the lesson*\n\n\nYou can type out your teaching practice plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how this practice will fit into your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n \n\n",
+ "Unit 4 Teaching Practice Plan: Assessing Student Learning_markdown_instruction": "> **NOTE: before you start this task, make sure you’ve reviewed the resources in this module, and have a good sense of the connections to unit 4. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Unit 4 Teaching Practice Plan: Assessing Student Learning\n\nFor this task, you’re going to develop and submit a Teaching Practice Plan, which details your plan for assessing student learning throughout unit 4. Your plan should address the following: \n\n- **Using what’s in the curriculum** How do you plan to use the assessment opportunities that have been provided in the curriculum? Your response should include how you plan to use:\n - formative lessons questions (blue bubbles in code studio), \n - project rubrics, \n - AP-style questions (following lesson 9), \n - practice performance tasks (lesson 9).\n\n- **Making your own assessments**\n - What types of assessments might you need to create or use on top of those provided in the curriculum? \n - What is your strategy for developing assessment opportunities that are consistent with the philosophy of the curriculum and activities? \n\nYou can type out your teaching practice plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how this practice will fit into your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n",
+ "Unit 4 Teaching Practice Plan: Balancing Teacher and Tools_markdown_instruction": "> **NOTE: before you start this task, make sure you’ve reviewed the resources in this module, and have a good sense of the connections to unit 4. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n\n# Unit 4 Teaching Practice Plan: Balancing Teacher and Tools\n\n\n\nFor this task, you’re going to develop and submit a Teaching Practice Plan, which details your general plan for managing technology throughout unit 4, as well as a specific plan for one of the technology-dependent lessons highlighted in unit overview on the right. Note that lessons with a solid red boarder leverage primarily external tools, while lessons with the dashed line use custom-made widgets and tools that are housed within Code Studio. \n\n\nYour plan should be broken into two parts, and address the following things: \n\n- General strategies that you’ll apply throughout unit 4\n - Throughout unit 4, what classroom and technology management techniques will you use to help students stay focused on the lesson tasks? \n\n- Strategies specific to a selected lesson\n - Which of the highlighted lessons on the right are you discussing? \n - What is your plan for managing transitions between your instruction and students being in the tool? *Note: your response should include specifics about the lesson*\n - How do you plan to introduce the lesson challenge and the tool that students will use to complete the challenge? *Note: your response should include specifics about the lesson*\n\n\nYou can type out your teaching practice plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how this practice will fit into your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n \n\n",
"Unit 4 Teaching Practice Plan: Discovery Learning_markdown_instruction": "
\n> **NOTE: before you start this task, make sure you’ve reviewed the resources in this module, and have a good sense of the connections to unit 4. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Unit 4 Teaching Practice Plan: Discovery Learning\n\nFor this task, you’re going to develop and submit a Teaching Practice Plan, which details your plan for building and supporting a culture of discovery learning in your classroom throughout unit 4. **While students will do a lot of hands on discovery work throughout unit 4, lessons 5 - 7 are particularly dependent on discovery as the mechanism that students use to explore concepts.** Your plan should address the following: \n\n- For lessons that call for students to discover a key computer science concept, how do you plan to balance your time frontloading content instruction with students’ time completing the activity and constructing their own knowledge? \n- What is your strategy for supporting students who struggle with this model of teaching and learning, and look to you to ‘just give them the answer’?\n- How do you plan to make sure students leave a lesson having discovered the underlying concept(s)? \n\nYou can type out your teaching practice plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how this practice will fit into your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n\n\n",
"Unit 4 Teaching Practice Plan: Group Work and Peer Learning_markdown_instruction": "
\n\n> **NOTE: before you start this task, make sure you’ve reviewed the resources in this module, and have a good sense of the connections to unit 4. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n\n# Unit 4 Teaching Practice Plan: Group Work and Peer Learning\n\nFor this task, you’re going to develop and submit a Teaching Practice Plan, which details your plan for supporting group work throughout unit 4. Your plan should address the following things: \n\n- What is your plan for supporting students who are struggling to engage in group work, either because they prefer to work alone, or because they are having issues collaborating with their partner(s)?\n- How do you plan to help make sure all members of the team have a voice in their groups’ discussions?\n- How can you help students understand and appreciate the importance of learning through and from one another? \n\nYou can type out your teaching practice plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how this practice will fit into your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n\n\n\n",
- "Unit 5 Teaching Practice Plan: Assessing Student Learning_markdown_instruction": "> **NOTE: before you start this task, make sure you’ve reviewed the resources in this module, and have a good sense of the connections to unit 5. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Unit 5 Teaching Practice Plan: Assessing Student Learning\n\nFor this task you’re going to develop and submit a Teaching Practice Plan, which details your plan for assessing student learning throughout unit 5. Your plan should address the following: \n\n- **Using what’s in the curriculum** How do you plan to use the assessment opportunities that have been provided in the curriculum? Your response should include how you plan to use:\n - code students write while learning about a concept (not the final projects that they build towards)\n - submittable projects (which typically come after a set of 2-3 lessons and pull together multiple concepts)\n - AP-style questions (following lessons 5, 10, 14, and 17), \n - practice performance tasks (lesson 18).\n\n- **Making your own assessments**\n - What types of assessments might you need to create or use on top of those provided in the curriculum? \n - What is your strategy for developing assessment opportunities that are consistent with the philosophy of the curriculum and activities? \n\nYou can type out your teaching practice plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how this practice will fit into your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n",
- "Unit 5 Teaching Practice Plan: Balancing Teacher and Tools_markdown_instruction": "> **NOTE: before you start this task, make sure you’ve reviewed the resources in this module, and have a good sense of the connections to unit 5. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n\n# Unit 5 Teaching Practice Plan: Balancing Teacher and Tools\n\nFor this task, you’re going to develop and submit a Teaching Practice Plan, which details your general plan for managing technology throughout unit 4, as well as a specific plan for a computer-based lesson (which for unit 5, is almost every lesson).\n\nYour plan should be broken into two parts, and address the following: \n\n- General strategies that you’ll apply throughout unit 5\n - Throughout unit 4, what classroom and technology management techniques will you use to help students stay focused on the lesson tasks? \n\n- Strategies specific to a selected lesson\n - Which lesson are you discussing? \n - What is your plan for managing transitions between your instruction and students being in App Lab? *Note: your response should include specifics about the lesson*\n - How do you plan to introduce the lesson challenge as well as any new features or programming concepts that have been added to App Lab since the last lesson? *Note: your response should include specifics about the lesson*\n\n\nYou can type out your teaching practice plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how this practice will fit into your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n \n\n",
+ "Unit 5 Teaching Practice Plan: Assessing Student Learning_markdown_instruction": "> **NOTE: before you start this task, make sure you’ve reviewed the resources in this module, and have a good sense of the connections to unit 5. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Unit 5 Teaching Practice Plan: Assessing Student Learning\n\nFor this task you’re going to develop and submit a Teaching Practice Plan, which details your plan for assessing student learning throughout unit 5. Your plan should address the following: \n\n- **Using what’s in the curriculum** How do you plan to use the assessment opportunities that have been provided in the curriculum? Your response should include how you plan to use:\n - code students write while learning about a concept (not the final projects that they build towards)\n - submittable projects (which typically come after a set of 2-3 lessons and pull together multiple concepts)\n - AP-style questions (following lessons 5, 10, 14, and 17), \n - practice performance tasks (lesson 18).\n\n- **Making your own assessments**\n - What types of assessments might you need to create or use on top of those provided in the curriculum? \n - What is your strategy for developing assessment opportunities that are consistent with the philosophy of the curriculum and activities? \n\nYou can type out your teaching practice plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how this practice will fit into your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n",
+ "Unit 5 Teaching Practice Plan: Balancing Teacher and Tools_markdown_instruction": "> **NOTE: before you start this task, make sure you’ve reviewed the resources in this module, and have a good sense of the connections to unit 5. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n\n# Unit 5 Teaching Practice Plan: Balancing Teacher and Tools\n\nFor this task, you’re going to develop and submit a Teaching Practice Plan, which details your general plan for managing technology throughout unit 4, as well as a specific plan for a computer-based lesson (which for unit 5, is almost every lesson).\n\nYour plan should be broken into two parts, and address the following: \n\n- General strategies that you’ll apply throughout unit 5\n - Throughout unit 4, what classroom and technology management techniques will you use to help students stay focused on the lesson tasks? \n\n- Strategies specific to a selected lesson\n - Which lesson are you discussing? \n - What is your plan for managing transitions between your instruction and students being in App Lab? *Note: your response should include specifics about the lesson*\n - How do you plan to introduce the lesson challenge as well as any new features or programming concepts that have been added to App Lab since the last lesson? *Note: your response should include specifics about the lesson*\n\n\nYou can type out your teaching practice plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how this practice will fit into your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n \n\n",
"Unit 5 Teaching Practice Plan: Discovery Learning_markdown_instruction": "
\n> **NOTE: before you start this task, make sure you’ve reviewed the resources in this module, and have a good sense of the connections to unit 5. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Unit 5 Teaching Practice Plan: Discovery Learning\n\nFor this task, you’re going to develop and submit a Teaching Practice Plan, which details your plan for building and supporting a culture of discovery learning in your classroom throughout unit 5. Your plan should address the following: \n\n- How do you plan to balance your time frontloading content instruction with students’ time experimenting with new programming concepts introduced in the unit? \n- How do you plan to evaluate students' understanding of the programming concepts they're supposed to leran in the unit? \n\nYou can type out your teaching practice plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how this practice will fit into your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n\n\n",
"Unit 5 Teaching Practice Plan: Group Work and Peer Learning_markdown_instruction": "
\n\n> **NOTE: before you start this task, make sure you’ve reviewed the resources in this module, and have a good sense of the connections to unit 5. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n\n# Unit 5 Teaching Practice Plan: Group Work and Peer Learning\n\nFor this task, you’re going to develop and submit a Teaching Practice Plan, which details your plan for supporting group work throughout unit 5. Your plan should address the following things: \n\n- What is your plan for supporting students who are struggling to engage in group work, either because they prefer to work alone, or because they are having issues collaborating with their partner(s)?\n- How do you plan to help make sure all members of the team have a voice in their groups’ discussions?\n- How can you help students understand and appreciate the importance of learning through and from one another? \n- What recommendations will you give students about collaboration on their Create Performance Task? \n\nYou can type out your teaching practice plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how this practice will fit into your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n\n\n\n",
"Using Accelerometer Events_markdown_instruction": "Today you’re going to learn how to use and create **functions**.\n\nCreating a function lets you make your own blocks! There are two parts to a function: \n\nMaking a newly named block that has all of the code you want to run inside of it. \n-xml of function definition- \n\nThe single green block itself that you use, or call, to run the function you created.\n-xml of function call-\n\nPrepare to get familiar with functions, learn how to edit them, and create your own!",
@@ -4216,7 +4216,7 @@
"Widget: Color Pixelation_2018_markdown_instruction": "# Personal Favicon\n**Requirements:**\n![](\"https://images.code.org/28fc33ea82996a10863688702af55e65-image-1439596268865.png\")
\n\n* The icon must be 16x16 pixels. \n* You must use the Pixelation Widget to encode the bits of color information.\n* The image must be encoded with at least 12 bits per pixel.\n\n",
"Widget: Text Compression_markdown_instruction": "Look for patterns (repeated words or phrases) in the text. Enter the patterns you see into the dictionary on the right. As you type entries into the dictionary, the symbol for the entry is inserted into the text in place of the pattern.",
"Widget: Text Compression_2018_markdown_instruction": "Look for patterns (repeated words or phrases) in the text. Enter the patterns you see into the dictionary on the right. As you type entries into the dictionary, the symbol for the entry is inserted into the text in place of the pattern.",
- "aE1_markdown_instruction": "![](\"https://images.code.org/fa3c416b74ff9071455535955bc4df35-image-1465507662295.gif\")
\n\n\nFirst, we need napkins!\n\nChoose your favorite shape:\n - Square (Easy)\n - Triangle (Medium)\n - Pentagon (Hard)\n\n
\n
\n\n",
+ "aE1_markdown_instruction": "\n\n\nFirst, we need napkins!\n\nChoose your favorite shape:\n - Square (Easy)\n - Triangle (Medium)\n - Pentagon (Hard)\n\n
\n
\n\n",
"aE2_markdown_instruction": "![](\"https://images.code.org/2a67ea28a0fb9f674fd764b350b297da-image-1465514320176.gif\")
\n\nNow we need enough for everyone!\n
\n\nLet's take the shape we just made and line up a row of 14 napkins. \n
\nIf you place one loop inside another loop, we call that a nested loop. \n\nHow can you loop all of the code from your last stage to make sure all 14 napkins line up next to each other?
\n",
"aE3_markdown_instruction": "![](\"https://images.code.org/e9fe83556eec68be9ebd7de9a16267b1-image-1465516277348.gif\")
\n\n\nWe've got to have a tablecloth!
\n\nTake your row of 14 napkins and sew 14 of those together with another **outer loop** to make a cover for our table.\n
\n\n",
"aE3alternate_markdown_instruction": "\n\nThis alternate shows what the image would look like if the user chose pentagon napkins and modified line weight/color.\n
\n\n",
@@ -5054,7 +5054,7 @@
"courseD_playLab_cond6a_markdown_instruction": "We don't want the pirate to stay in the \"safe zone\" too long! \n\nAdd code to the `if` statement below so that if the pirate (actor 1) is in the safe zone, the program will wait one second, then deduct a point as long as he stays beneath the octopus line.",
"courseD_playLab_cond6a_2018_markdown_instruction": "We don't want the pirate to stay in the \"safe zone\" too long! \n\nAdd code to the `if` statement below so that if the pirate (actor 1) is in the safe zone, the program will wait one second, then deduct a point as long as he stays beneath the octopus line.",
"courseD_playLab_cond6cloneForTest_markdown_instruction": "Can we make this work?",
- "courseD_playLab_condFP_2018_markdown_instruction": "Now, build your own game to show off to your friends!\n\n---\n\nYou could:\n - Have the pirate and ninja work together to get points from the octopus\n - Have both octopuses follow the pirate, doing double damage to the ninja when they collide\n - Have each character disappear when touched by the ninja\n - Invent your own game!",
+ "courseD_playLab_condFP_2018_markdown_instruction": "Now, build your own game to show off to your friends!\n\n---\n\nYou could:\n - Have the pirate and ninja work together to get points from the octopus\n - Have both octopuses follow the pirate, doing double damage to the ninja when they collide\n - Have each character disappear when touched by the ninja\n - Invent your own game!",
"courseD_scrat_ramp1_markdown_instruction": "For this puzzle, snap all of the blocks together and click \"Run\" to watch it go!",
"courseD_scrat_ramp1_2018_markdown_instruction": "For this puzzle, snap all of the blocks together and click \"Run\" to watch it go!",
"courseD_scrat_ramp2_markdown_instruction": "Drag an extra `move forward` block out of the toolbox, then attach all blocks to `when run` to finish your code.",
@@ -5611,20 +5611,20 @@
"csp1-dlp-q1_markdown_instruction": "
\n\n# Unit 1 - Question 1\n**NOTE:** Before you start this reflection, make sure you’ve reviewed the lessons in this unit and have a good sense of the connections between lessons. If you haven’t already reviewed the materials, do that now and come back to this reflection later.\n\nFor this reflection, you’re going to consider the prompt below and craft a written response that demonstrates your understanding of the lessons as well as how to address teacher concerns about the unit . We suggest you write your response in another text editor and copy it in here once you are ready to submit.\n\n> **Prompt:** How would you respond to a teacher who says, “I’m thinking about skipping Lesson 4? Some of my kids already know binary and I don’t want them to be bored”\n\n## Getting Credit for Completing this Reflection \n\n- Once you submit your reflection, your response to the prompt above will be shared anonymously and read by your peers, and you will read the work done by other facilitators. This give facilitators a chance to learn from each other.\n- Your submission will also be given to an expert reviewer. Expert reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering the reflection questions listed above. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit.\n- In order to get credit for completing this prompt, your expert review needs to say \"Yes\" responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to an instructor for review. You will always have a chance to address feedback from your reviewers and resubmit your reflections! Reviewer feedback will show up at the bottom of this page, once it’s available.",
"csp1-dlp-q2_markdown_instruction": "
\n\n# Unit 1 - Question 2\n**NOTE:** Before you start this reflection, make sure you’ve reviewed the lessons in this unit and have a good sense of the connections between lessons. If you haven’t already reviewed the materials, do that now and come back to this reflection later.\n\nFor this reflection, you’re going to consider the prompt below and craft a written response that demonstrates your understanding of the lessons as well as how to address teacher concerns about the unit . We suggest you write your response in another text editor and copy it in here once you are ready to submit.\n\n> **Prompt:** How would you respond to a teacher who says, “I always struggle to get access to computers at the beginning of the year. How should I approach the first unit, and especially the plugged lessons if my students don’t have access to computers yet?”\n\n## Getting Credit for Completing this Reflection \n\n- Once you submit your reflection, your response to the prompt above will be shared anonymously and read by your peers, and you will read the work done by other facilitators. This give facilitators a chance to learn from each other.\n- Your submission will also be given to an expert reviewer. Expert reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering the reflection questions listed above. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit.\n- In order to get credit for completing this prompt, your expert review needs to say \"Yes\" responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to an instructor for review. You will always have a chance to address feedback from your reviewers and resubmit your reflections! Reviewer feedback will show up at the bottom of this page, once it’s available.",
"csp1-dlp-q3_markdown_instruction": "
\n\n# Unit 1 - Question 3\n**NOTE:** Before you start this reflection, make sure you’ve reviewed the lessons in this unit and have a good sense of the connections between lessons. If you haven’t already reviewed the materials, do that now and come back to this reflection later.\n\nFor this reflection, you’re going to consider the prompt below and craft a written response that demonstrates your understanding of the lessons as well as how to address teacher concerns about the unit . We suggest you write your response in another text editor and copy it in here once you are ready to submit.\n\n> **Prompt:** How would you respond to a teacher who says, “My students seem to be having a lot of fun doing the lessons and using the internet simulator but it’s taking me forever to get through the material. How do I know when students have learned the content in a lesson so I can stop and move on to the next lesson?”\n\n## Getting Credit for Completing this Reflection \n\n- Once you submit your reflection, your response to the prompt above will be shared anonymously and read by your peers, and you will read the work done by other facilitators. This give facilitators a chance to learn from each other.\n- Your submission will also be given to an expert reviewer. Expert reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering the reflection questions listed above. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit.\n- In order to get credit for completing this prompt, your expert review needs to say \"Yes\" responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to an instructor for review. You will always have a chance to address feedback from your reviewers and resubmit your reflections! Reviewer feedback will show up at the bottom of this page, once it’s available.",
- "csp1dlp-assessment_markdown_instruction": "\n\n
\n\n> **NOTE: before you start this reflection, make sure you’ve reviewed the lesson in Unit 1, and have a good sense of the the role of assessment across the unit. If you haven’t already reviewed the materials, do that now and come back to this reflection later.**\n\n\n# Assessment in Unit 1\n\nFor this reflection, you’re going to consider each of the prompts below and craft a written response that demonstrates your understanding of the lessons in Unit 1. Your response should clearly address each of the items below: \n\n1. What’s the role of the practice Performance Task(s), or PTs, in the unit? \n - Which PTs are being practiced?\n - How does the practice PT build on what content and skills were developed during the unit? \n2. What summative and formative assessment opportunities are built into the unit? \n\n\n>## Getting Credit for Completing this Reflection \n\n>- Once you submit your reflection, your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other facilitators. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering the reflection questions listed above. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit.\n- In order to get credit for completing this prompt, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to an instructor for review. You will always have a chance to address feedback from your reviewers and resubmit your reflections! Reviewer feedback will show up at the bottom of this page, once it’s available. \n \n\n\n",
- "csp1dlp-lessons_markdown_instruction": "
\n\n> **NOTE: before you start this reflection, make sure you’ve reviewed the lesson in Unit 1, and have a good sense of the connections between lessons. If you haven’t already reviewed the materials, do that now and come back to this reflection later.**\n\n\n# Unit 1 Lesson Connections and Philosophy\n\nFor this reflection, you’re going to consider each of the prompts below and craft a written response that demonstrates your understanding of the lessons in Unit 1. Your response should clearly address each of the items below: \n\n1. What skills and knowledge should students leave the unit with?\n - Which Big Idea(s) are students learning the most about? Where and how are those BI(s) addressed? \n - Which skills or Computational Practices are honed through the activities and projects? \n\n2. What is the connection between early lessons and later lessons?\n - How is the content spiraled or scaffolded within the unit? \n - What foundation is being laid early on and how is it leveraged throughout the unit? Why? \n - How would you respond to a teacher who says ‘what’s the point’ of lesson 4? \n\n3. Which lessons are particularly tricky to teach in this unit and why? \n\n>## Getting Credit for Completing this Reflection \n\n>- Once you submit your reflection, your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other facilitators. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering the reflection questions listed above. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit.\n- In order to get credit for completing this prompt, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to an instructor for review. You will always have a chance to address feedback from your reviewers and resubmit your reflections! Reviewer feedback will show up at the bottom of this page, once it’s available. \n \n\n\n",
+ "csp1dlp-assessment_markdown_instruction": "\n\n
\n\n> **NOTE: before you start this reflection, make sure you’ve reviewed the lesson in Unit 1, and have a good sense of the the role of assessment across the unit. If you haven’t already reviewed the materials, do that now and come back to this reflection later.**\n\n\n# Assessment in Unit 1\n\nFor this reflection, you’re going to consider each of the prompts below and craft a written response that demonstrates your understanding of the lessons in Unit 1. Your response should clearly address each of the items below: \n\n1. What’s the role of the practice Performance Task(s), or PTs, in the unit? \n - Which PTs are being practiced?\n - How does the practice PT build on what content and skills were developed during the unit? \n2. What summative and formative assessment opportunities are built into the unit? \n\n\n>## Getting Credit for Completing this Reflection \n\n>- Once you submit your reflection, your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other facilitators. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering the reflection questions listed above. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit.\n- In order to get credit for completing this prompt, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to an instructor for review. You will always have a chance to address feedback from your reviewers and resubmit your reflections! Reviewer feedback will show up at the bottom of this page, once it’s available. \n \n\n\n",
+ "csp1dlp-lessons_markdown_instruction": "
\n\n> **NOTE: before you start this reflection, make sure you’ve reviewed the lesson in Unit 1, and have a good sense of the connections between lessons. If you haven’t already reviewed the materials, do that now and come back to this reflection later.**\n\n\n# Unit 1 Lesson Connections and Philosophy\n\nFor this reflection, you’re going to consider each of the prompts below and craft a written response that demonstrates your understanding of the lessons in Unit 1. Your response should clearly address each of the items below: \n\n1. What skills and knowledge should students leave the unit with?\n - Which Big Idea(s) are students learning the most about? Where and how are those BI(s) addressed? \n - Which skills or Computational Practices are honed through the activities and projects? \n\n2. What is the connection between early lessons and later lessons?\n - How is the content spiraled or scaffolded within the unit? \n - What foundation is being laid early on and how is it leveraged throughout the unit? Why? \n - How would you respond to a teacher who says ‘what’s the point’ of lesson 4? \n\n3. Which lessons are particularly tricky to teach in this unit and why? \n\n>## Getting Credit for Completing this Reflection \n\n>- Once you submit your reflection, your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other facilitators. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering the reflection questions listed above. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit.\n- In order to get credit for completing this prompt, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to an instructor for review. You will always have a chance to address feedback from your reviewers and resubmit your reflections! Reviewer feedback will show up at the bottom of this page, once it’s available. \n \n\n\n",
"csp1dlp-tools_markdown_instruction": "\n\n
\n\n> **NOTE: before you start this reflection, make sure you’ve reviewed the lesson in Unit 1, and have a good sense of the the role of tools in the lessons. If you haven’t already reviewed the materials, do that now and come back to this reflection later.**\n\n\n# Unit 1 Tool Philosophy and Use\n\nFor this reflection, you’re going to consider each of the prompts below and craft a written response that demonstrates your understanding of the lessons in Unit 1. Your response should clearly address each of the items below: \n\n- Why are we using the Internet Simulator rather than teaching without it? \n- In what ways is the Internet Simulator educational rather than professional? \n- What’s the philosophy of teaching with the Internet Simulator? \n- This is a very Internet Simulator heavy unit. What are strategies for dealing with students who are getting fatigued by the end of the unit? \n- Many classes have technology issues at the start of the year (computers are not ready yet, etc). How would you recommend a teacher approaches the first unit if she’s having issues with technology access?\n\n\n>## Getting Credit for Completing this Reflection \n\n>- Once you submit your reflection, your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other facilitators. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering the reflection questions listed above. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit.\n- In order to get credit for completing this prompt, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to an instructor for review. You will always have a chance to address feedback from your reviewers and resubmit your reflections! Reviewer feedback will show up at the bottom of this page, once it’s available. \n \n\n\n",
"csp2-dlp-q1_markdown_instruction": "
\n\n# Unit 2 - Question 1\n**NOTE:** Before you start this reflection, make sure you’ve reviewed the lessons in this unit and have a good sense of the connections between lessons. If you haven’t already reviewed the materials, do that now and come back to this reflection later.\n\nFor this reflection, you’re going to consider the prompt below and craft a written response that demonstrates your understanding of the lessons as well as how to address teacher concerns about the unit . We suggest you write your response in another text editor and copy it in here once you are ready to submit.\n\n> **Prompt:** How would you respond to a teacher who says “I feel like my students have fun using the widgets in this unit but sometimes I’m worried this isn’t really connected to the AP test. How can I be sure students are actually learning what they need to know?”\n\n## Getting Credit for Completing this Reflection \n\n- Once you submit your reflection, your response to the prompt above will be shared anonymously and read by your peers, and you will read the work done by other facilitators. This give facilitators a chance to learn from each other.\n- Your submission will also be given to an expert reviewer. Expert reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering the reflection questions listed above. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit.\n- In order to get credit for completing this prompt, your expert review needs to say \"Yes\" responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to an instructor for review. You will always have a chance to address feedback from your reviewers and resubmit your reflections! Reviewer feedback will show up at the bottom of this page, once it’s available.",
"csp2-dlp-q2_markdown_instruction": "
\n\n# Unit 2 - Question 2\n**NOTE:** Before you start this reflection, make sure you’ve reviewed the lessons in this unit and have a good sense of the connections between lessons. If you haven’t already reviewed the materials, do that now and come back to this reflection later.\n\nFor this reflection, you’re going to consider the prompt below and craft a written response that demonstrates your understanding of the lessons as well as how to address teacher concerns about the unit . We suggest you write your response in another text editor and copy it in here once you are ready to submit.\n\n> **Prompt:** How would you respond to a teacher who asks “My students struggled with some of the research tasks in Lessons 5 and 6 of this unit. What do you recommend I do to help them prepare for AP exam?”\n\n## Getting Credit for Completing this Reflection \n\n- Once you submit your reflection, your response to the prompt above will be shared anonymously and read by your peers, and you will read the work done by other facilitators. This give facilitators a chance to learn from each other.\n- Your submission will also be given to an expert reviewer. Expert reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering the reflection questions listed above. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit.\n- In order to get credit for completing this prompt, your expert review needs to say \"Yes\" responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to an instructor for review. You will always have a chance to address feedback from your reviewers and resubmit your reflections! Reviewer feedback will show up at the bottom of this page, once it’s available.",
"csp2-dlp-q3_markdown_instruction": "
\n\n# Unit 2 - Question 3\n**NOTE:** Before you start this reflection, make sure you’ve reviewed the lessons in this unit and have a good sense of the connections between lessons. If you haven’t already reviewed the materials, do that now and come back to this reflection later.\n\nFor this reflection, you’re going to consider the prompt below and craft a written response that demonstrates your understanding of the lessons as well as how to address teacher concerns about the unit . We suggest you write your response in another text editor and copy it in here once you are ready to submit.\n\n> **Prompt:** How would you respond to a teacher who says, “I don’t plan to have my students take the AP exam. Should they still do the projects that are practice PTs?”\n\n## Getting Credit for Completing this Reflection \n\n- Once you submit your reflection, your response to the prompt above will be shared anonymously and read by your peers, and you will read the work done by other facilitators. This give facilitators a chance to learn from each other.\n- Your submission will also be given to an expert reviewer. Expert reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering the reflection questions listed above. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit.\n- In order to get credit for completing this prompt, your expert review needs to say \"Yes\" responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to an instructor for review. You will always have a chance to address feedback from your reviewers and resubmit your reflections! Reviewer feedback will show up at the bottom of this page, once it’s available.",
- "csp2dlp-assessment_markdown_instruction": "\n\n
\n\n> **NOTE: before you start this reflection, make sure you’ve reviewed the lesson in Unit 2, and have a good sense of the the role of assessment across the unit. If you haven’t already reviewed the materials, do that now and come back to this reflection later.**\n\n\n# Assessment in Unit 2 \n\nFor this reflection, you’re going to consider each of the prompts below and craft a written response that demonstrates your understanding of the lessons in Unit 2. Your response should clearly address each of the items below: \n\n1. What’s the role of the practice Performance Task(s), or PTs, in the unit? \n - How does the practice Explore PT build on what content and skills were developed during the unit? \n2. What summative and formative assessment opportunities are built into the unit? \n\n\n\n>## Getting Credit for Completing this Reflection \n\n>- Once you submit your reflection, your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other facilitators. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering the reflection questions listed above. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit.\n- In order to get credit for completing this prompt, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to an instructor for review. You will always have a chance to address feedback from your reviewers and resubmit your reflections! Reviewer feedback will show up at the bottom of this page, once it’s available. \n \n\n\n",
- "csp2dlp-lessons_markdown_instruction": "
\n\n> **NOTE: before you start this reflection, make sure you’ve reviewed the lesson in Unit 2, and have a good sense of the connections between lessons. If you haven’t already reviewed the materials, do that now and come back to this reflection later.**\n\n\n# Unit 2 Lesson Connections and Philosophy\n\nFor this reflection, you’re going to consider each of the prompts below and craft a written response that demonstrates your understanding of the lessons in Unit 2. Your response should clearly address each of the items below:\n\n1. What skills and knowledge should students leave the unit with?\n - Which Learning Objectives (LOs) under the Big Idea of data are explored in the second chapter of unit 2? These data-related LOs are in the interest of preparing for the Explore Task. How would you explain the lens used to look at data in chapter 2 and the connection to the Explore Task?\n - Which skills or Computational Practices are honed through the activities and projects? \n2. What is the connection between early lessons and later lessons?\n - What connections or hooks into unit 1 that can be used to motivate early lessons in unit 2? \n - How would you described the connection between chapter 1 and chapter 2 to a teacher? \n - What foundation is being laid early on and how is it leveraged throughout the unit? Why? \n3. Which lessons are particularly tricky to teach in this unit and why? \n\n\n>## Getting Credit for Completing this Reflection \n\n>- Once you submit your reflection, your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other facilitators. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering the reflection questions listed above. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit.\n- In order to get credit for completing this prompt, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to an instructor for review. You will always have a chance to address feedback from your reviewers and resubmit your reflections! Reviewer feedback will show up at the bottom of this page, once it’s available. \n \n\n\n\n",
+ "csp2dlp-assessment_markdown_instruction": "\n\n
\n\n> **NOTE: before you start this reflection, make sure you’ve reviewed the lesson in Unit 2, and have a good sense of the the role of assessment across the unit. If you haven’t already reviewed the materials, do that now and come back to this reflection later.**\n\n\n# Assessment in Unit 2 \n\nFor this reflection, you’re going to consider each of the prompts below and craft a written response that demonstrates your understanding of the lessons in Unit 2. Your response should clearly address each of the items below: \n\n1. What’s the role of the practice Performance Task(s), or PTs, in the unit? \n - How does the practice Explore PT build on what content and skills were developed during the unit? \n2. What summative and formative assessment opportunities are built into the unit? \n\n\n\n>## Getting Credit for Completing this Reflection \n\n>- Once you submit your reflection, your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other facilitators. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering the reflection questions listed above. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit.\n- In order to get credit for completing this prompt, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to an instructor for review. You will always have a chance to address feedback from your reviewers and resubmit your reflections! Reviewer feedback will show up at the bottom of this page, once it’s available. \n \n\n\n",
+ "csp2dlp-lessons_markdown_instruction": "
\n\n> **NOTE: before you start this reflection, make sure you’ve reviewed the lesson in Unit 2, and have a good sense of the connections between lessons. If you haven’t already reviewed the materials, do that now and come back to this reflection later.**\n\n\n# Unit 2 Lesson Connections and Philosophy\n\nFor this reflection, you’re going to consider each of the prompts below and craft a written response that demonstrates your understanding of the lessons in Unit 2. Your response should clearly address each of the items below:\n\n1. What skills and knowledge should students leave the unit with?\n - Which Learning Objectives (LOs) under the Big Idea of data are explored in the second chapter of unit 2? These data-related LOs are in the interest of preparing for the Explore Task. How would you explain the lens used to look at data in chapter 2 and the connection to the Explore Task?\n - Which skills or Computational Practices are honed through the activities and projects? \n2. What is the connection between early lessons and later lessons?\n - What connections or hooks into unit 1 that can be used to motivate early lessons in unit 2? \n - How would you described the connection between chapter 1 and chapter 2 to a teacher? \n - What foundation is being laid early on and how is it leveraged throughout the unit? Why? \n3. Which lessons are particularly tricky to teach in this unit and why? \n\n\n>## Getting Credit for Completing this Reflection \n\n>- Once you submit your reflection, your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other facilitators. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering the reflection questions listed above. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit.\n- In order to get credit for completing this prompt, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to an instructor for review. You will always have a chance to address feedback from your reviewers and resubmit your reflections! Reviewer feedback will show up at the bottom of this page, once it’s available. \n \n\n\n\n",
"csp2dlp-tools_markdown_instruction": "
\n\n> **NOTE: before you start this reflection, make sure you’ve reviewed the lesson in Unit 2, and have a good sense of the the role of tools in the lessons. If you haven’t already reviewed the materials, do that now and come back to this reflection later.**\n\n\n# Unit 2 Tool Philosophy and Use\n\nFor this reflection, you’re going to consider each of the prompts below and craft a written response that demonstrates your understanding of the lessons in Unit 2. Your response should clearly address each of the items below: \n\n- Why are we using whatever tools are present in the unit rather than teaching without them? \n- In what ways are the tools in the unit educational rather than professional? \n- What’s the philosophy of teaching with these tools? \n\n\n\n>## Getting Credit for Completing this Reflection \n\n>- Once you submit your reflection, your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other facilitators. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering the reflection questions listed above. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit.\n- In order to get credit for completing this prompt, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to an instructor for review. You will always have a chance to address feedback from your reviewers and resubmit your reflections! Reviewer feedback will show up at the bottom of this page, once it’s available. \n \n",
"csp3-dlp-q1_markdown_instruction": "
\n\n# Unit 3 - Question 1\n**NOTE:** Before you start this reflection, make sure you’ve reviewed the lessons in this unit and have a good sense of the connections between lessons. If you haven’t already reviewed the materials, do that now and come back to this reflection later.\n\nFor this reflection, you’re going to consider the prompt below and craft a written response that demonstrates your understanding of the lessons as well as how to address teacher concerns about the unit . We suggest you write your response in another text editor and copy it in here once you are ready to submit.\n\n> **Prompt:** How would you respond to a teacher who says, “I really just want to get my kids on the computer and doing real programming is it ok to just skip lesson 1-3 and jump right into App Lab?\n\n## Getting Credit for Completing this Reflection \n\n- Once you submit your reflection, your response to the prompt above will be shared anonymously and read by your peers, and you will read the work done by other facilitators. This give facilitators a chance to learn from each other.\n- Your submission will also be given to an expert reviewer. Expert reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering the reflection questions listed above. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit.\n- In order to get credit for completing this prompt, your expert review needs to say \"Yes\" responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to an instructor for review. You will always have a chance to address feedback from your reviewers and resubmit your reflections! Reviewer feedback will show up at the bottom of this page, once it’s available.",
"csp3-dlp-q2_markdown_instruction": "
\n\n# Unit 3 - Question 2\n**NOTE:** Before you start this reflection, make sure you’ve reviewed the lessons in this unit and have a good sense of the connections between lessons. If you haven’t already reviewed the materials, do that now and come back to this reflection later.\n\nFor this reflection, you’re going to consider the prompt below and craft a written response that demonstrates your understanding of the lessons as well as how to address teacher concerns about the unit . We suggest you write your response in another text editor and copy it in here once you are ready to submit.\n\n> **Prompt:** How would you respond to a teacher who says, “I have students with a wide range of backgrounds with programming. How do I differentiate for those needs? What supports are in the curriculum?”\n\n## Getting Credit for Completing this Reflection \n\n- Once you submit your reflection, your response to the prompt above will be shared anonymously and read by your peers, and you will read the work done by other facilitators. This give facilitators a chance to learn from each other.\n- Your submission will also be given to an expert reviewer. Expert reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering the reflection questions listed above. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit.\n- In order to get credit for completing this prompt, your expert review needs to say \"Yes\" responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to an instructor for review. You will always have a chance to address feedback from your reviewers and resubmit your reflections! Reviewer feedback will show up at the bottom of this page, once it’s available.",
"csp3-dlp-q3_markdown_instruction": "
\n\n# Unit 3 - Question 3\n**NOTE:** Before you start this reflection, make sure you’ve reviewed the lessons in this unit and have a good sense of the connections between lessons. If you haven’t already reviewed the materials, do that now and come back to this reflection later.\n\nFor this reflection, you’re going to consider the prompt below and craft a written response that demonstrates your understanding of the lessons as well as how to address teacher concerns about the unit . We suggest you write your response in another text editor and copy it in here once you are ready to submit.\n\n> **Prompt:** How would you respond to a teacher who says, “I’m not sure what my role as the teacher is during plugged lessons. I feel like I just put them on the computer and wait for a question.”\n\n## Getting Credit for Completing this Reflection \n\n- Once you submit your reflection, your response to the prompt above will be shared anonymously and read by your peers, and you will read the work done by other facilitators. This give facilitators a chance to learn from each other.\n- Your submission will also be given to an expert reviewer. Expert reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering the reflection questions listed above. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit.\n- In order to get credit for completing this prompt, your expert review needs to say \"Yes\" responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to an instructor for review. You will always have a chance to address feedback from your reviewers and resubmit your reflections! Reviewer feedback will show up at the bottom of this page, once it’s available.",
- "csp3dlp-assessment_markdown_instruction": "\n\n
\n\n> **NOTE: before you start this reflection, make sure you’ve reviewed the lesson in Unit 3, and have a good sense of the the role of assessment across the unit. If you haven’t already reviewed the materials, do that now and come back to this reflection later.**\n\n\n# Assessment in Unit 3 \n\nFor this reflection, you’re going to consider each of the prompts below and craft a written response that demonstrates your understanding of the lessons in Unit 3. Your response should clearly address each of the items below: \n\n1. What’s the role of the practice Performance Task(s), or PTs, in the unit? \n - How does the practice Create PT build on what content and skills were developed during the unit? \n2. What summative and formative assessment opportunities are built into the unit? \n\n\n\n\n>## Getting Credit for Completing this Reflection \n\n>- Once you submit your reflection, your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other facilitators. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering the reflection questions listed above. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit.\n- In order to get credit for completing this prompt, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to an instructor for review. You will always have a chance to address feedback from your reviewers and resubmit your reflections! Reviewer feedback will show up at the bottom of this page, once it’s available. \n \n\n\n",
- "csp3dlp-lessons_markdown_instruction": "
\n\n> **NOTE: before you start this reflection, make sure you’ve reviewed the lesson in Unit 3, and have a good sense of the connections between lessons. If you haven’t already reviewed the materials, do that now and come back to this reflection later.**\n\n\n# Unit 3 Lesson Connections and Philosophy\n\nFor this reflection, you’re going to consider each of the prompts below and craft a written response that demonstrates your understanding of the lessons in Unit 3. Your response should clearly address each of the items below: \n\n1. What skills and knowledge should students leave the unit with?\n - Which Big Idea(s) are students learning the most about? Where and how are those BI(s) addressed? \n - Which skills or Computational Practices are honed through the activities and projects? \n2. What is the connection between early lessons and later lessons?\n - How is the content spiraled or scaffolded within the unit? \n - How would you respond to a teacher who says ‘what’s the point’ of lessons 1 - 3? \n - Unit 3 starts with sequencing, functions, and functions with parameters, which is not a typical way of starting a unit on programming (many lead with variables, for example). What are some of the potential reasons and benefits of doing it this way?\n - What foundation is being laid early on and how is it leveraged throughout the unit? Why? \n - Which lessons are particularly tricky to teach in this unit and why? \n3. How would you recommend a teacher differentiate instruction in this unit if her students had a wide range of background with programming?\n\n\n>## Getting Credit for Completing this Reflection \n\n>- Once you submit your reflection, your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other facilitators. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering the reflection questions listed above. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit.\n- In order to get credit for completing this prompt, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to an instructor for review. You will always have a chance to address feedback from your reviewers and resubmit your reflections! Reviewer feedback will show up at the bottom of this page, once it’s available. \n \n\n\n",
+ "csp3dlp-assessment_markdown_instruction": "\n\n
\n\n> **NOTE: before you start this reflection, make sure you’ve reviewed the lesson in Unit 3, and have a good sense of the the role of assessment across the unit. If you haven’t already reviewed the materials, do that now and come back to this reflection later.**\n\n\n# Assessment in Unit 3 \n\nFor this reflection, you’re going to consider each of the prompts below and craft a written response that demonstrates your understanding of the lessons in Unit 3. Your response should clearly address each of the items below: \n\n1. What’s the role of the practice Performance Task(s), or PTs, in the unit? \n - How does the practice Create PT build on what content and skills were developed during the unit? \n2. What summative and formative assessment opportunities are built into the unit? \n\n\n\n\n>## Getting Credit for Completing this Reflection \n\n>- Once you submit your reflection, your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other facilitators. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering the reflection questions listed above. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit.\n- In order to get credit for completing this prompt, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to an instructor for review. You will always have a chance to address feedback from your reviewers and resubmit your reflections! Reviewer feedback will show up at the bottom of this page, once it’s available. \n \n\n\n",
+ "csp3dlp-lessons_markdown_instruction": "
\n\n> **NOTE: before you start this reflection, make sure you’ve reviewed the lesson in Unit 3, and have a good sense of the connections between lessons. If you haven’t already reviewed the materials, do that now and come back to this reflection later.**\n\n\n# Unit 3 Lesson Connections and Philosophy\n\nFor this reflection, you’re going to consider each of the prompts below and craft a written response that demonstrates your understanding of the lessons in Unit 3. Your response should clearly address each of the items below: \n\n1. What skills and knowledge should students leave the unit with?\n - Which Big Idea(s) are students learning the most about? Where and how are those BI(s) addressed? \n - Which skills or Computational Practices are honed through the activities and projects? \n2. What is the connection between early lessons and later lessons?\n - How is the content spiraled or scaffolded within the unit? \n - How would you respond to a teacher who says ‘what’s the point’ of lessons 1 - 3? \n - Unit 3 starts with sequencing, functions, and functions with parameters, which is not a typical way of starting a unit on programming (many lead with variables, for example). What are some of the potential reasons and benefits of doing it this way?\n - What foundation is being laid early on and how is it leveraged throughout the unit? Why? \n - Which lessons are particularly tricky to teach in this unit and why? \n3. How would you recommend a teacher differentiate instruction in this unit if her students had a wide range of background with programming?\n\n\n>## Getting Credit for Completing this Reflection \n\n>- Once you submit your reflection, your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other facilitators. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering the reflection questions listed above. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit.\n- In order to get credit for completing this prompt, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to an instructor for review. You will always have a chance to address feedback from your reviewers and resubmit your reflections! Reviewer feedback will show up at the bottom of this page, once it’s available. \n \n\n\n",
"csp3dlp-tools_markdown_instruction": "\n
\n\n> **NOTE: before you start this reflection, make sure you’ve reviewed the lesson in Unit 3, and have a good sense of the the role of tools in the lessons. If you haven’t already reviewed the materials, do that now and come back to this reflection later.**\n\n\n# Unit 3 Tool Philosophy and Use\n\nFor this reflection, you’re going to consider each of the prompts below and craft a written response that demonstrates your understanding of the lessons in Unit 3. Your response should clearly address each of the items below:\n\n- Why are we using Applab in Code Studio rather than teaching with another tool? \n- In what ways is Applab educational rather than professional? \n- What’s the role of the teacher in this unit, where much of the cs content is embedded in the levels?\n\n\n>## Getting Credit for Completing this Reflection \n\n>- Once you submit your reflection, your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other facilitators. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering the reflection questions listed above. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit.\n- In order to get credit for completing this prompt, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to an instructor for review. You will always have a chance to address feedback from your reviewers and resubmit your reflections! Reviewer feedback will show up at the bottom of this page, once it’s available. \n \n",
"csp4-dlp-q1_markdown_instruction": "
\n\n# Unit 4 - Question 1\n**NOTE:** Before you start this reflection, make sure you’ve reviewed the lessons in this unit and have a good sense of the connections between lessons. If you haven’t already reviewed the materials, do that now and come back to this reflection later.\n\nFor this reflection, you’re going to consider the prompt below and craft a written response that demonstrates your understanding of the lessons as well as how to address teacher concerns about the unit . We suggest you write your response in another text editor and copy it in here once you are ready to submit.\n\n> **Prompt:** How would you respond to a teacher who says, “What recommendations do you have about the optional lessons in this unit?”\n\n## Getting Credit for Completing this Reflection \n\n- Once you submit your reflection, your response to the prompt above will be shared anonymously and read by your peers, and you will read the work done by other facilitators. This give facilitators a chance to learn from each other.\n- Your submission will also be given to an expert reviewer. Expert reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering the reflection questions listed above. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit.\n- In order to get credit for completing this prompt, your expert review needs to say \"Yes\" responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to an instructor for review. You will always have a chance to address feedback from your reviewers and resubmit your reflections! Reviewer feedback will show up at the bottom of this page, once it’s available.",
"csp4-dlp-q2_markdown_instruction": "
\n\n# Unit 4 - Question 2\n**NOTE:** Before you start this reflection, make sure you’ve reviewed the lessons in this unit and have a good sense of the connections between lessons. If you haven’t already reviewed the materials, do that now and come back to this reflection later.\n\nFor this reflection, you’re going to consider the prompt below and craft a written response that demonstrates your understanding of the lessons as well as how to address teacher concerns about the unit . We suggest you write your response in another text editor and copy it in here once you are ready to submit.\n\n> **Prompt:** How would you respond to a teacher who asks “Is this unit mostly about the Explore PT? After looking at the Explore PT Prep unit I think I could just skip right to that and they’d be able to complete the Explore PT without doing Unit 4.”\n\n## Getting Credit for Completing this Reflection \n\n- Once you submit your reflection, your response to the prompt above will be shared anonymously and read by your peers, and you will read the work done by other facilitators. This give facilitators a chance to learn from each other.\n- Your submission will also be given to an expert reviewer. Expert reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering the reflection questions listed above. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit.\n- In order to get credit for completing this prompt, your expert review needs to say \"Yes\" responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to an instructor for review. You will always have a chance to address feedback from your reviewers and resubmit your reflections! Reviewer feedback will show up at the bottom of this page, once it’s available.",
@@ -6128,7 +6128,7 @@
"morning-prep-thursday_markdown_instruction": "# Day 4: Morning Prep\n\nWhat did you notice about how the lead facilitators prepared this morning? What were the top priorities on their mind for the day?",
"morning-prep-tuesday_markdown_instruction": "# Day 2: Morning Prep\n\nWhat did you notice about how the lead facilitators prepared this morning? What were the top priorities on their mind for the day?",
"morning-prep-wednesday_markdown_instruction": "# Day 3: Morning Prep\n\nWhat did you notice about how the lead facilitators prepared this morning? What were the top priorities on their mind for the day?",
- "multi-lesson Teaching and Student Support Plan_markdown_instruction": "
\n> **NOTE: before you start this task, make sure you’ve reviewed the lesson resources in this module, and have a good sense of how the lesson works. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Teaching and Student Support Plan\n\n## Task Description\n\nNow that you have a better sense of this lessons in this sequence, let’s think about the types of supports students will need in order to be successful. Since the curriculum is based on inquiry learning, lessons feature activities that engage students in discovering core concepts themselves. It’s important to think through implementation plans and student support. In this task you will make a plan for teaching and student support **for one of the lessons in this sequence** that takes into account differentiation strategies and make-up work for absent students. Your teaching and student support plan should cover the following: \n\n\n- **Which lesson in the sequence are you discussing?** \n\n- **Details on how you will implement and differentiate the lesson:**\n\n - An outline of any changes you will need to make to the lesson to fit your local constraints or context (for example: pacing and time, dealing with classroom setup, etc). \n - An overview of the types of student needs you’ll likely need to support in your classroom (for example: students who are struggling to understand the underlying concept; students who are already familiar with the concept, but still have room to learn more; etc)\n - Your plan for addressing each of the needs outlined above (for example: integrating extension activities or other materials for students who already know something about the topic)\n - How will you address or emphasize the connection between lessons in this sequence? \n\n
\n- **Plan for catching up absent students:**\n\n - How will absent students catch up on activities they missed? \n - How will you use the fact that the lessons in this sequence are related and build on one another to address make-up work? \n\nYou can type out your teaching and student support plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how the lesson will play out in your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n
",
+ "multi-lesson Teaching and Student Support Plan_markdown_instruction": "
\n> **NOTE: before you start this task, make sure you’ve reviewed the lesson resources in this module, and have a good sense of how the lesson works. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Teaching and Student Support Plan\n\n## Task Description\n\nNow that you have a better sense of this lessons in this sequence, let’s think about the types of supports students will need in order to be successful. Since the curriculum is based on inquiry learning, lessons feature activities that engage students in discovering core concepts themselves. It’s important to think through implementation plans and student support. In this task you will make a plan for teaching and student support **for one of the lessons in this sequence** that takes into account differentiation strategies and make-up work for absent students. Your teaching and student support plan should cover the following: \n\n\n- **Which lesson in the sequence are you discussing?** \n\n- **Details on how you will implement and differentiate the lesson:**\n\n - An outline of any changes you will need to make to the lesson to fit your local constraints or context (for example: pacing and time, dealing with classroom setup, etc). \n - An overview of the types of student needs you’ll likely need to support in your classroom (for example: students who are struggling to understand the underlying concept; students who are already familiar with the concept, but still have room to learn more; etc)\n - Your plan for addressing each of the needs outlined above (for example: integrating extension activities or other materials for students who already know something about the topic)\n - How will you address or emphasize the connection between lessons in this sequence? \n\n
\n- **Plan for catching up absent students:**\n\n - How will absent students catch up on activities they missed? \n - How will you use the fact that the lessons in this sequence are related and build on one another to address make-up work? \n\nYou can type out your teaching and student support plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how the lesson will play out in your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n
",
"name 'CSD U3 Keypress Boolean Predict'_markdown_instruction": "# Make a Prediction: keyDown()\nThe `keyDown()` block is the first of a new set of blocks that will let us get input from the user. This is the first step on our road to actually making games! See if you can figure out how the `keyDown()` block works.\n\nWhat do you think will happen when you run the program and press the \"up\" arrow? Write your prediction below and then run the program to see if your prediction was accurate.",
"novice-monday-1_markdown_instruction": "# Day 1 Question 1\n\nThink back on your experience today.\n\n* Use a few words or sentences to describe how you felt as a participant during those sessions today (e.g., confused, engaged, anxious, etc.)\n* What factors contributed to you feeling that way? \n* Did you feel supported as a participant today? Why?\n* What does your experience today make you think about your role as a facilitator?\n",
"novice-monday-2_markdown_instruction": "# Day 1 Question 2\n\nWhat additional questions came up for you today? Record them here so we can discuss your questions during your FiT training.\n",
diff --git a/i18n/locales/source/dashboard/markdown_instructions.yml b/i18n/locales/source/dashboard/markdown_instructions.yml
index f9ec429b946ac..cf4470c4d1b1e 100644
--- a/i18n/locales/source/dashboard/markdown_instructions.yml
+++ b/i18n/locales/source/dashboard/markdown_instructions.yml
@@ -3276,8 +3276,8 @@ en:
* `h1` is the _selector_. It specifies which elements will have to follow the rules inside the curly braces. The `p` stands for paragraph.
* `text-decoration: underline;` is the rule that makes the text inside the `h1` tag underlined.
- * `text-decoration` is the _property_. It explains what the rule is about, in this case where the line goes.
- * `underline` is the _value_. It explains how the rule should be applied, in this case making the test underlined.
+ * `text-decoration` is the _property_. It explains what the rule is about, in this case where the line goes.
+ * `underline` is the _value_. It explains how the rule should be applied, in this case making the test underlined.
**What are the possible values for text decoration?**
@@ -3372,8 +3372,8 @@ en:
* `p` is the _selector_. It specifies which elements will have to follow the rules inside the curly braces. The `p` stands for paragraph.
* `font-family: cursive;` is the rule that makes the text inside the `p` tags a particular font.
- * `font-family` is the _property_. It explains what the rule is about, in this case the font.
- * `cursive` is the _value_. It explains how the rule should be applied, in this case making the text cursive.
+ * `font-family` is the _property_. It explains what the rule is about, in this case the font.
+ * `cursive` is the _value_. It explains how the rule should be applied, in this case making the text cursive.
**What are the possible values for font family?**
@@ -3848,8 +3848,8 @@ en:
* `p` is the _selector_. It specifies which elements will have to follow the rules inside the curly braces. The `p` stands for paragraph.
* `text-align: left;` is the rule that makes the text inside the `p` tags align to the left side of the paragraph.
- * `text-align` is the _property_. It explains what the rule is about, in this case the text alignment.
- * `left` is the _value_. It explains how the rule should be applied, in this case making the text align to the left side of the paragraph.
+ * `text-align` is the _property_. It explains what the rule is about, in this case the text alignment.
+ * `left` is the _value_. It explains how the rule should be applied, in this case making the text align to the left side of the paragraph.
**Why doesn't `text-align: left;` do anything?**
@@ -19336,15 +19336,15 @@ en:
Discovery learning definition and history_markdown_instruction: 'The following link is a resource that shows some of the history behind discovery learning: '
Discovery learning techniques_markdown_instruction: 'The following link is a resource that shows the principles and techniques of discovery learning: '
ECS Unit 2 Challenge Selection_markdown_instruction: "# Challenge Overview > What's your Challenge? \n\n## Enter the lesson you selected for your challenge in the text box below.\n\n- Day 7-9: CSDT Cornrow Braiding\n- Day 10-12: Binary\n- Day 13-14: Linear and Binary Search (Tower Building) \n- Day 15-16: Sorting \n- Day 17: Minimal Spanning Trees\n- Day 18-21: Unit Final Project\n\nNow that you've selected a lesson, head to the forum and **share which lesson you plan to complete** for your challenge.\n\n#### Forums "
- ECS Unit 2 Challenge Submission_markdown_instruction: "# Share Out and Submit > Submit Link\n\n## Share your Artifacts and Advice\n**Head to the forum** and share: \n\n- Any data visualization or other artifact you created in doing the \n - Use the “SHARE” button in code studio to get a link to your program: \n- The assessment question or extending learning activity that you produced for this lesson.\n- Notes for others who are going to teach this lesson. This should include: \n - Advice for someone who is going to teach this lesson (consider what was challenging about doing the lesson, what you think students will struggle with, etc).\n - What ideas do you have about how to structure and teach this lesson? what modifications do you plan to make to the lesson?\n - What additional resources (if any) might be helpful in teaching this lesson\n\n\n
\n### Head to the Forum >>\n
\n\n## Check out what others have posted! \nOnce you've posted your own challenge results, check out what others have posted! Be sure to click through the other lessons as well and read through their work. Remember, a big goal here is to learn from one another so let people know when your find their suggestions helpful, or provide your own ideas when you come across questions. Be sure to use the **heart** feature on the forum to vote for posts you find particularly useful! \n\n
\n\n## Submit the Link for your Forum Post for Review\n\nIf you would like to receive payment for this online PD, please submit a link to that forum post here so we can review! \n\nIn order to get a dirct link to your post, click the link icon directly under your post (shown in the picture below):\n\n"
+ ECS Unit 2 Challenge Submission_markdown_instruction: "# Share Out and Submit > Submit Link\n\n## Share your Artifacts and Advice\n**Head to the forum** and share: \n\n- Any data visualization or other artifact you created in doing the \n - Use the “SHARE” button in code studio to get a link to your program: \n- The assessment question or extending learning activity that you produced for this lesson.\n- Notes for others who are going to teach this lesson. This should include: \n - Advice for someone who is going to teach this lesson (consider what was challenging about doing the lesson, what you think students will struggle with, etc).\n - What ideas do you have about how to structure and teach this lesson? what modifications do you plan to make to the lesson?\n - What additional resources (if any) might be helpful in teaching this lesson\n\n\n
\n### Head to the Forum >>\n
\n\n## Check out what others have posted! \nOnce you've posted your own challenge results, check out what others have posted! Be sure to click through the other lessons as well and read through their work. Remember, a big goal here is to learn from one another so let people know when your find their suggestions helpful, or provide your own ideas when you come across questions. Be sure to use the **heart** feature on the forum to vote for posts you find particularly useful! \n\n
\n\n## Submit the Link for your Forum Post for Review\n\nIf you would like to receive payment for this online PD, please submit a link to that forum post here so we can review! \n\nIn order to get a dirct link to your post, click the link icon directly under your post (shown in the picture below):\n\n"
ECS Unit 3 Challenge Selection_markdown_instruction: "# Challenge Overview > What's your Challenge? \n\n## Enter the lesson you selected for your challenge in the text box below.\n\nHTML Beginners:\n\n- Day 3-4,5: Basic HTML - Paragraph, Header, Strong, and EM Tags\n- Day 6--7: HTML - Images\n- Day 14: HTML - Links\n\nCSS Beginners:\n\n- Day 8-10: Basic CSS \n\nMore Experienced with HTML and CSS:\n\n- Day 11-13: HTML and CSS \n- Day 17-19: HTML and CSS: Create Your Own Webpage\n- Day 22-25: Unit Final Project\n- Day 18-21 Final Unit Project\n\n\nNow that you've selected a lesson, head to the forum and **share which lesson you plan to complete** for your challenge.\n\n#### Forums "
- ECS Unit 3 Challenge Submission_markdown_instruction: "# Unit 3 Challenge > Submit Link\n\n## Share your Artifacts and Advice\n**Head to the forum** and share: \n\n- Any data visualization or other artifact you created in doing the \n - Use the “SHARE” button in code studio to get a link to your program: \n- The assessment question or extending learning activity that you produced for this lesson.\n- Notes for others who are going to teach this lesson. This should include: \n - Advice for someone who is going to teach this lesson (consider what was challenging about doing the lesson, what you think students will struggle with, etc).\n - What ideas do you have about how to structure and teach this lesson? what modifications do you plan to make to the lesson?\n - What additional resources (if any) might be helpful in teaching this lesson\n\n\n
\n### Head to the Forum >>\n
\n\n## Check out what others have posted! \nOnce you've posted your own challenge results, check out what others have posted! Be sure to click through the other lessons as well and read through their work. Remember, a big goal here is to learn from one another so let people know when your find their suggestions helpful, or provide your own ideas when you come across questions. Be sure to use the **heart** feature on the forum to vote for posts you find particularly useful! \n\n
\n\n## Submit the Link for your Forum Post for Review\n\nIf you would like to receive payment for this online PD, please submit a link to that forum post here so we can review! \n\nIn order to get a direct link to your post, click the link icon directly under your post (shown in the picture below):\n\n"
+ ECS Unit 3 Challenge Submission_markdown_instruction: "# Unit 3 Challenge > Submit Link\n\n## Share your Artifacts and Advice\n**Head to the forum** and share: \n\n- Any data visualization or other artifact you created in doing the \n - Use the “SHARE” button in code studio to get a link to your program: \n- The assessment question or extending learning activity that you produced for this lesson.\n- Notes for others who are going to teach this lesson. This should include: \n - Advice for someone who is going to teach this lesson (consider what was challenging about doing the lesson, what you think students will struggle with, etc).\n - What ideas do you have about how to structure and teach this lesson? what modifications do you plan to make to the lesson?\n - What additional resources (if any) might be helpful in teaching this lesson\n\n\n
\n### Head to the Forum >>\n
\n\n## Check out what others have posted! \nOnce you've posted your own challenge results, check out what others have posted! Be sure to click through the other lessons as well and read through their work. Remember, a big goal here is to learn from one another so let people know when your find their suggestions helpful, or provide your own ideas when you come across questions. Be sure to use the **heart** feature on the forum to vote for posts you find particularly useful! \n\n
\n\n## Submit the Link for your Forum Post for Review\n\nIf you would like to receive payment for this online PD, please submit a link to that forum post here so we can review! \n\nIn order to get a direct link to your post, click the link icon directly under your post (shown in the picture below):\n\n"
ECS Unit 4 Challenge Selection_markdown_instruction: "# Challenge Overview > What's your Challenge? \n\n## Enter the lesson you selected for your challenge in the text box below.\n\nNew to Programming?\n\n- Day 2-3: Scratch - Name Project\n- Day 4: Scratch - Knock Knock Joke\n- Day 5-6: Scratch - Moving Sprites \n\nNew to Scratch:\n\n- Day 7-8: Scratch - Event Driven Programming\n- Day 9: Scratch - Broadcast Roleplay\n- Day 10-13: Scratch - Broadcasting\n\nSome Experience with Scratch and Programming:\n\n- Day 18, 19: Rock Paper Scissors and Timer\n- Day 20-23: Scratch - Timing Game\n- Day 25-30: Unit Final Project\n\n\n\nNow that you've selected a lesson, head to the forum and **share which lesson you plan to complete** for your challenge.\n\n#### Forums "
- ECS Unit 4 Challenge Submission_markdown_instruction: "# Submit a Link\n\n## Share your Artifacts and Advice\n**Head to the forum** and share: \n\n- Any data visualization or other artifact you created in doing the \n - Use the “SHARE” button in code studio to get a link to your program: \n- The assessment question or extending learning activity that you produced for this lesson.\n- Notes for others who are going to teach this lesson. This should include: \n - Advice for someone who is going to teach this lesson (consider what was challenging about doing the lesson, what you think students will struggle with, etc).\n - What ideas do you have about how to structure and teach this lesson? what modifications do you plan to make to the lesson?\n - What additional resources (if any) might be helpful in teaching this lesson\n\n\n
\n### Head to the Forum >>\n
\n\n## Check out what others have posted! \nOnce you've posted your own challenge results, check out what others have posted! Be sure to click through the other lessons as well and read through their work. Remember, a big goal here is to learn from one another so let people know when your find their suggestions helpful, or provide your own ideas when you come across questions. Be sure to use the **heart** feature on the forum to vote for posts you find particularly useful! \n\n
\n\n## Submit the Link for your Forum Post for Review\n\nIf you would like to receive payment for this online PD, please submit a link to that forum post here so we can review! \n\nIn order to get a direct link to your post, click the link icon directly under your post (shown in the picture below):\n\n"
+ ECS Unit 4 Challenge Submission_markdown_instruction: "# Submit a Link\n\n## Share your Artifacts and Advice\n**Head to the forum** and share: \n\n- Any data visualization or other artifact you created in doing the \n - Use the “SHARE” button in code studio to get a link to your program: \n- The assessment question or extending learning activity that you produced for this lesson.\n- Notes for others who are going to teach this lesson. This should include: \n - Advice for someone who is going to teach this lesson (consider what was challenging about doing the lesson, what you think students will struggle with, etc).\n - What ideas do you have about how to structure and teach this lesson? what modifications do you plan to make to the lesson?\n - What additional resources (if any) might be helpful in teaching this lesson\n\n\n
\n### Head to the Forum >>\n
\n\n## Check out what others have posted! \nOnce you've posted your own challenge results, check out what others have posted! Be sure to click through the other lessons as well and read through their work. Remember, a big goal here is to learn from one another so let people know when your find their suggestions helpful, or provide your own ideas when you come across questions. Be sure to use the **heart** feature on the forum to vote for posts you find particularly useful! \n\n
\n\n## Submit the Link for your Forum Post for Review\n\nIf you would like to receive payment for this online PD, please submit a link to that forum post here so we can review! \n\nIn order to get a direct link to your post, click the link icon directly under your post (shown in the picture below):\n\n"
ECS Unit 5 Challenge Selection_markdown_instruction: "# What's your Challenge? \n\n## Enter the lesson you selected for your challenge in the text box below.\n\n- Day 1 - 3: Room data project, set up final project\n- Day 4 - 5: Developing research questions\n- Day 6 - 7: Building group norms\n- Day 8: Check in Day\n- Day 9 - 11: Maps, identifying variables, subsetting data, sorting data, frequency of types.\n- Day 12: Bubble Charts\n- Day 13: Review: Bubble Charts\n- Day 14 - 15: Bar Plots\n- Day 16: Mosaic Plots\n- Day 17: Review: Bar and Mosaic Plots\n- Day 18 - 20: Mean, Median, Minimum, Maximum, Histograms, Box Plots\n- Day 21: Review: Mean, Median, Minimum, Maximum\n- Days 22 - 24: Filtering Text data (remove punctuation, remove case, remove stop words, stemming), Analyzing word counts.\n- Day 25: Review: Text Data\n- Day 26 - 27: Incorporate data techniques into final project\n- Day 28 - 29: Build project presentations\n- Day 30: Present final project\n\nNow that you've selected a lesson, head to the forum and **share which lesson you plan to complete** for your challenge.\n\n#### Forums "
- ECS Unit 5 Challenge Submission_markdown_instruction: "# Submit a Link\n\n## Share your Artifacts and Advice\n**Head to the forum** and share: \n\n- Any data visualization or other artifact you created in doing the \n - Use the “SHARE” button in code studio to get a link to your program: \n- The assessment question or extending learning activity that you produced for this lesson.\n- Notes for others who are going to teach this lesson. This should include: \n - Advice for someone who is going to teach this lesson (consider what was challenging about doing the lesson, what you think students will struggle with, etc).\n - What ideas do you have about how to structure and teach this lesson? what modifications do you plan to make to the lesson?\n - What additional resources (if any) might be helpful in teaching this lesson\n\n\n
\n### Head to the Forum >>\n
\n\n## Check out what others have posted! \nOnce you've posted your own challenge results, check out what others have posted! Be sure to click through the other lessons as well and read through their work. Remember, a big goal here is to learn from one another so let people know when your find their suggestions helpful, or provide your own ideas when you come across questions. Be sure to use the **heart** feature on the forum to vote for posts you find particularly useful! \n\n
\n\n## Submit the Link for your Forum Post for Review\n\nIf you would like to receive payment for this online PD, please submit a link to that forum post here so we can review! \n\nIn order to get a direct link to your post, click the link icon directly under your post (shown in the picture below):\n\n"
+ ECS Unit 5 Challenge Submission_markdown_instruction: "# Submit a Link\n\n## Share your Artifacts and Advice\n**Head to the forum** and share: \n\n- Any data visualization or other artifact you created in doing the \n - Use the “SHARE” button in code studio to get a link to your program: \n- The assessment question or extending learning activity that you produced for this lesson.\n- Notes for others who are going to teach this lesson. This should include: \n - Advice for someone who is going to teach this lesson (consider what was challenging about doing the lesson, what you think students will struggle with, etc).\n - What ideas do you have about how to structure and teach this lesson? what modifications do you plan to make to the lesson?\n - What additional resources (if any) might be helpful in teaching this lesson\n\n\n
\n### Head to the Forum >>\n
\n\n## Check out what others have posted! \nOnce you've posted your own challenge results, check out what others have posted! Be sure to click through the other lessons as well and read through their work. Remember, a big goal here is to learn from one another so let people know when your find their suggestions helpful, or provide your own ideas when you come across questions. Be sure to use the **heart** feature on the forum to vote for posts you find particularly useful! \n\n
\n\n## Submit the Link for your Forum Post for Review\n\nIf you would like to receive payment for this online PD, please submit a link to that forum post here so we can review! \n\nIn order to get a direct link to your post, click the link icon directly under your post (shown in the picture below):\n\n"
ECS Unit 6 Challenge Selection_markdown_instruction: "# Unit 6 Challenge Selection\n\n## Enter the lesson you selected for your challenge in the text box below.\n \nFrom the curriculum\n\n- Day: 1 What is a robot / what makes a computer robotic?\n- Days: 2-3 Evaluate robot body designs and algorithms that control robot behavior\n- Day: 4 Set up the Lego kit\n- Day: 5 Build robot base\n- Day: 6-7 Introduce NXT brick features\n- Day: 8-9 Introduce NXT software\n- Day: 10-13 Program robot using tutorials (using sensors for input)\n- Day: 14 Describe RoboCup & RoboCupJunior\n- Day: 15 Human robot tic-tac-toe\n- Days: 16-18 Program dancing robot\n- Days 19-23 Program rescue robot\n- Days 24-33 Final projects and presentations\n\nAlternative Topics\n\n- Online simulations\n- Physical computing options\n- Projects and portfolios\n\nNow that you've selected a challenge topic, **share what you plan to do** for your challenge.\n\n#### Head to the Forums "
- ECS Unit 6 Challenge Submission_markdown_instruction: "# Submit a Link\n\n## Share your Artifacts and Advice\n**Head to the forum** and share: \n\n- Any data visualization or other artifact you created in doing the \n - Use the “SHARE” button in code studio to get a link to your program: \n- The assessment question or extending learning activity that you produced for this lesson.\n- Notes for others who are going to teach this lesson. This should include: \n - Advice for someone who is going to teach this lesson (consider what was challenging about doing the lesson, what you think students will struggle with, etc).\n - What ideas do you have about how to structure and teach this lesson? what modifications do you plan to make to the lesson?\n - What additional resources (if any) might be helpful in teaching this lesson\n\n\n
\n### Head to the Forum >>\n
\n\n## Check out what others have posted! \nOnce you've posted your own challenge results, check out what others have posted! Be sure to click through the other lessons as well and read through their work. Remember, a big goal here is to learn from one another so let people know when your find their suggestions helpful, or provide your own ideas when you come across questions. Be sure to use the **heart** feature on the forum to vote for posts you find particularly useful! \n\n
\n\n## Submit the Link for your Forum Post for Review\n\nIf you would like to receive payment for this online PD, please submit a link to that forum post here so we can review! \n\nIn order to get a direct link to your post, click the link icon directly under your post (shown in the picture below):\n\n"
+ ECS Unit 6 Challenge Submission_markdown_instruction: "# Submit a Link\n\n## Share your Artifacts and Advice\n**Head to the forum** and share: \n\n- Any data visualization or other artifact you created in doing the \n - Use the “SHARE” button in code studio to get a link to your program: \n- The assessment question or extending learning activity that you produced for this lesson.\n- Notes for others who are going to teach this lesson. This should include: \n - Advice for someone who is going to teach this lesson (consider what was challenging about doing the lesson, what you think students will struggle with, etc).\n - What ideas do you have about how to structure and teach this lesson? what modifications do you plan to make to the lesson?\n - What additional resources (if any) might be helpful in teaching this lesson\n\n\n
\n### Head to the Forum >>\n
\n\n## Check out what others have posted! \nOnce you've posted your own challenge results, check out what others have posted! Be sure to click through the other lessons as well and read through their work. Remember, a big goal here is to learn from one another so let people know when your find their suggestions helpful, or provide your own ideas when you come across questions. Be sure to use the **heart** feature on the forum to vote for posts you find particularly useful! \n\n
\n\n## Submit the Link for your Forum Post for Review\n\nIf you would like to receive payment for this online PD, please submit a link to that forum post here so we can review! \n\nIn order to get a direct link to your post, click the link icon directly under your post (shown in the picture below):\n\n"
ECSPD Binary Odometer_markdown_instruction: |
# Binary Odometer Widget
@@ -19417,7 +19417,7 @@ en:
ECSPD3-u5 submit_markdown_instruction: "# Share Out and Submit > Submit Link\n\n## Submit the Link for your Forum Post for Review\n\nYou've just shared your Challenge work on the forum. If you would like to receive payment for this online PD, please submit a link to that forum post here so we can review! \n\nIn order to get a direct link to your post, click the link icon directly under your post (shown in the picture below):\n\n"
ECSPD3-u6 pick a challenge_markdown_instruction: "# Unit 6 Challenge > What's your Challenge?\n\n## Enter the lesson you selected for your challenge in the text box below.\n \nFrom the curriculum\n\n- Day: 1 What is a robot / what makes a computer robotic?\n- Days: 2-3 Evaluate robot body designs and algorithms that control robot behavior\n- Day: 4 Set up the Lego kit\n- Day: 5 Build robot base\n- Day: 6-7 Introduce NXT brick features\n- Day: 8-9 Introduce NXT software\n- Day: 10-13 Program robot using tutorials (using sensors for input)\n- Day: 14 Describe RoboCup & RoboCupJunior\n- Day: 15 Human robot tic-tac-toe\n- Days: 16-18 Program dancing robot\n- Days 19-23 Program rescue robot\n- Days 24-33 Final projects and presentations\n\nAlternative Topics\n\n- Online simulations\n- Physical computing options\n- Projects and portfolios\n\nNow that you've selected a challenge topic, **share what you plan to do** for your challenge.\n\n#### Head to the Forums "
ECSPD3-u6 submit forum link_markdown_instruction: "# Share Out and Submit > Submit Link\n\n## Submit the Link to your Forum Post for Review\n\nYou've just shared your Challenge work on the forum. If you would like to receive payment for this online PD, please submit a link to that forum post here so we can review!\n\nIn order to get a direct link to your post, click the link icon directly under your post (shown in the picture below): \n\n"
- ECSU2 Challenge Submission_markdown_instruction: "# Share Out and Submit > Submit Link\n\n## Share your Artifacts and Advice\n**Head to the forum** and share: \n\n- Any data visualization or other artifact you created in doing the \n - Use the “SHARE” button in code studio to get a link to your program: \n- The assessment question or extending learning activity that you produced for this lesson.\n- Notes for others who are going to teach this lesson. This should include: \n - Advice for someone who is going to teach this lesson (consider what was challenging about doing the lesson, what you think students will struggle with, etc).\n - What ideas do you have about how to structure and teach this lesson? what modifications do you plan to make to the lesson?\n - What additional resources (if any) might be helpful in teaching this lesson\n\n\n
\n### Head to the Forum >>\n
\n\n## Check out what others have posted! \nOnce you've posted your own challenge results, check out what others have posted! Be sure to click through the other lessons as well and read through their work. Remember, a big goal here is to learn from one another so let people know when your find their suggestions helpful, or provide your own ideas when you come across questions. Be sure to use the **heart** feature on the forum to vote for posts you find particularly useful! \n\n
\n\n## Submit the Link for your Forum Post for Review\n\nIf you would like to receive payment for this online PD, please submit a link to that forum post here so we can review! \n\nIn order to get a dirct link to your post, click the link icon directly under your post (shown in the picture below):\n\n"
+ ECSU2 Challenge Submission_markdown_instruction: "# Share Out and Submit > Submit Link\n\n## Share your Artifacts and Advice\n**Head to the forum** and share: \n\n- Any data visualization or other artifact you created in doing the \n - Use the “SHARE” button in code studio to get a link to your program: \n- The assessment question or extending learning activity that you produced for this lesson.\n- Notes for others who are going to teach this lesson. This should include: \n - Advice for someone who is going to teach this lesson (consider what was challenging about doing the lesson, what you think students will struggle with, etc).\n - What ideas do you have about how to structure and teach this lesson? what modifications do you plan to make to the lesson?\n - What additional resources (if any) might be helpful in teaching this lesson\n\n\n
\n### Head to the Forum >>\n
\n\n## Check out what others have posted! \nOnce you've posted your own challenge results, check out what others have posted! Be sure to click through the other lessons as well and read through their work. Remember, a big goal here is to learn from one another so let people know when your find their suggestions helpful, or provide your own ideas when you come across questions. Be sure to use the **heart** feature on the forum to vote for posts you find particularly useful! \n\n
\n\n## Submit the Link for your Forum Post for Review\n\nIf you would like to receive payment for this online PD, please submit a link to that forum post here so we can review! \n\nIn order to get a dirct link to your post, click the link icon directly under your post (shown in the picture below):\n\n"
ECSU3 Challenge Submission_markdown_instruction: "# Share Out and Submit > Submit Link\n\n## Submit the Link for your Forum Post for Review\n\nYou've just shared your Challenge work on the forum. If you would like to receive payment for this online PD, please submit a link to that forum post here so we can review! \n\nIn order to get a dirct link to your post, click the link icon directly under your post (shown in the picture below):\n\n"
ECSU4 Challenge Submission fin_markdown_instruction: "# Share Out and Submit > Submit Link\n\n## Submit the Link for your Forum Post for Review\n\nYou've just shared your Challenge work on the forum. If you would like to receive payment for this online PD, please submit a link to that forum post here so we can review! \n\nIn order to get a direct link to your post, click the link icon directly under your post (shown in the picture below):\n\n"
Escape Room Example_markdown_instruction: |-
@@ -19850,13 +19850,13 @@ en:
This is Laurel the Adventurer!
Move her around and get as much gold as you can.
- 'Lesson 7: Teaching and Student Support Plan_markdown_instruction': "> **NOTE: before you start this task, make sure you’ve reviewed the lesson resources in this module, and have a good sense of how the lesson works. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Lesson 7: Teaching and Student Support Plan\n\n## Task Description\n\nNow that you have a better sense of this lesson, let’s think about the types of supports students will need in order to successfully complete it. Since the curriculum is based on inquiry learning, lessons feature activities that engage students in discovering core concepts themselves. It’s important to think through implementation plans and student support. In this task you will make a plan for teaching and student support that takes into account differentiation strategies and make-up work for absent students. Your teaching and student support plan should cover the following: \n\n- **Details on how you will implement and differentiate the lesson:**\n\n - An outline of any changes you will need to make to the lesson to fit your local constraints or context (for example: pacing and time, dealing with classroom setup, etc). \n - An overview of the types of student needs you’ll likely need to support in your classroom (for example: students who are struggling to understand the underlying concept; students who are already familiar with the concept, but still have room to learn more; etc)\n - Your plan for addressing each of the needs outlined above (for example: integrating extension activities or other materials for students who already know something about the topic)\n
\n\n- **Plan for catching up absent students:**\n\n - How will absent students catch up on activities they missed? \n\nYou can type out your teaching and student support plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how the lesson will play out in your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. "
- 'Lesson 9: Teaching and Student Support Plan_markdown_instruction': "> **NOTE: before you start this task, make sure you’ve reviewed the lesson resources in this module, and have a good sense of how the lesson works. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Lesson 9 Teaching and Student Support Plan\n\n## Task Description\n\nNow that you have a better sense of this lesson, let’s think about the types of supports students will need in order to successfully complete it. Since the curriculum is based on inquiry learning, lessons feature activities that engage students in discovering core concepts themselves. It’s important to think through implementation plans and student support. In this task you will make a plan for teaching and student support that takes into account differentiation strategies and make-up work for absent students. Your teaching and student support plan should cover the following: \n\n- **Details on how you will implement and differentiate the lesson:**\n\n - An outline of any changes you will need to make to the lesson to fit your local constraints or context (for example: pacing and time, dealing with classroom setup, etc). \n - An overview of the types of student needs you’ll likely need to support in your classroom (for example: students who are struggling to understand the underlying concept; students who are already familiar with the concept, but still have room to learn more; etc)\n - Your plan for addressing each of the needs outlined above (for example: integrating extension activities or other materials for students who already know something about the topic)\n
\n\n- **Plan for catching up absent students:**\n\n - How will absent students catch up on activities they missed? \n\nYou can type out your teaching and student support plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how the lesson will play out in your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. "
- 'Lessons 10 - 11: Teaching and Student Support Plan_markdown_instruction': "
\n> **NOTE: before you start this task, make sure you’ve reviewed the lesson resources in this module, and have a good sense of how the lesson works. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Lessons 10 - 11: Teaching and Student Support Plan\n\n## Task Description\n\nNow that you have a better sense of this lessons in this sequence, let’s think about the types of supports students will need in order to be successful. Since the curriculum is based on inquiry learning, lessons feature activities that engage students in discovering core concepts themselves. It’s important to think through implementation plans and student support. In this task you will make a plan for teaching and student support **for one of the lessons in this sequence** that takes into account differentiation strategies and make-up work for absent students. Your teaching and student support plan should cover the following: \n\n\n- **Which lesson in the sequence are you discussing?** \n\n- **Details on how you will implement and differentiate the lesson:**\n\n - An outline of any changes you will need to make to the lesson to fit your local constraints or context (for example: pacing and time, dealing with classroom setup, etc). \n - An overview of the types of student needs you’ll likely need to support in your classroom (for example: students who are struggling to understand the underlying concept; students who are already familiar with the concept, but still have room to learn more; etc)\n - Your plan for addressing each of the needs outlined above (for example: integrating extension activities or other materials for students who already know something about the topic)\n - How will you address or emphasize the connection between lessons in this sequence? \n\n
\n- **Plan for catching up absent students:**\n\n - How will absent students catch up on activities they missed? \n - How will you use the fact that the lessons in this sequence are related and build on one another to address make-up work? \n\nYou can type out your teaching and student support plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how the lesson will play out in your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n
"
- 'Lessons 12 - 13: Teaching and Student Support Plan_markdown_instruction': "
\n> **NOTE: before you start this task, make sure you’ve reviewed the lesson resources in this module, and have a good sense of how the lesson works. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Lessons 12 - 13: Teaching and Student Support Plan\n\n## Task Description\n\nNow that you have a better sense of this lessons in this sequence, let’s think about the types of supports students will need in order to be successful. Since the curriculum is based on inquiry learning, lessons feature activities that engage students in discovering core concepts themselves. It’s important to think through implementation plans and student support. In this task you will make a plan for teaching and student support **for one of the lessons in this sequence** that takes into account differentiation strategies and make-up work for absent students. Your teaching and student support plan should cover the following: \n\n\n- **Which lesson in the sequence are you discussing?** \n\n- **Details on how you will implement and differentiate the lesson:**\n\n - An outline of any changes you will need to make to the lesson to fit your local constraints or context (for example: pacing and time, dealing with classroom setup, etc). \n - An overview of the types of student needs you’ll likely need to support in your classroom (for example: students who are struggling to understand the underlying concept; students who are already familiar with the concept, but still have room to learn more; etc)\n - Your plan for addressing each of the needs outlined above (for example: integrating extension activities or other materials for students who already know something about the topic)\n - How will you address or emphasize the connection between lessons in this sequence? \n\n
\n\n- **Plan for catching up absent students:**\n\n - How will absent students catch up on activities they missed? \n - How will you use the fact that the lessons in this sequence are related and build on one another to address make-up work? \n\nYou can type out your teaching and student support plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how the lesson will play out in your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n
"
- 'Lessons 2 - 3: Teaching and Student Support Plan_markdown_instruction': "
\n> **NOTE: before you start this task, make sure you’ve reviewed the lesson resources in this module, and have a good sense of how the lesson works. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Lessons 2 - 3: Teaching and Student Support Plan\n\n## Task Description\n\nNow that you have a better sense of this lessons in this sequence, let’s think about the types of supports students will need in order to be successful. Since the curriculum is based on inquiry learning, lessons feature activities that engage students in discovering core concepts themselves. It’s important to think through implementation plans and student support. In this task you will make a plan for teaching and student support **for one of the lessons in this sequence** that takes into account differentiation strategies and make-up work for absent students. Your teaching and student support plan should cover the following: \n\n\n- **Which lesson in the sequence are you discussing?** \n\n- **Details on how you will implement and differentiate the lesson:**\n\n - An outline of any changes you will need to make to the lesson to fit your local constraints or context (for example: pacing and time, dealing with classroom setup, etc). \n - An overview of the types of student needs you’ll likely need to support in your classroom (for example: students who are struggling to understand the underlying concept; students who are already familiar with the concept, but still have room to learn more; etc)\n - Your plan for addressing each of the needs outlined above (for example: integrating extension activities or other materials for students who already know something about the topic)\n - How will you address or emphasize the connection between lessons in this sequence? \n\n
\n- **Plan for catching up absent students:**\n\n - How will absent students catch up on activities they missed? \n - How will you use the fact that the lessons in this sequence are related and build on one another to address make-up work? \n\nYou can type out your teaching and student support plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how the lesson will play out in your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n
"
- 'Lessons 2-3: Teaching and Student Support Plan_markdown_instruction': "
\n> **NOTE: before you start this task, make sure you’ve reviewed the lesson resources in this module, and have a good sense of how the lesson works. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Teaching and Student Support Plan\n\n## Task Description\n\nNow that you have a better sense of this lessons in this sequence, let’s think about the types of supports students will need in order to be successful. Since the curriculum is based on inquiry learning, lessons feature activities that engage students in discovering core concepts themselves. It’s important to think through implementation plans and student support. In this task you will make a plan for teaching and student support **for one of the lessons in this sequence** that takes into account differentiation strategies and make-up work for absent students. Your teaching and student support plan should cover the following: \n\n\n- **Which lesson in the sequence are you discussing?** \n\n- **Details on how you will implement and differentiate the lesson:**\n\n - An outline of any changes you will need to make to the lesson to fit your local constraints or context (for example: pacing and time, dealing with classroom setup, etc). \n - An overview of the types of student needs you’ll likely need to support in your classroom (for example: students who are struggling to understand the underlying concept; students who are already familiar with the concept, but still have room to learn more; etc)\n - Your plan for addressing each of the needs outlined above (for example: integrating extension activities or other materials for students who already know something about the topic)\n - How will you address or emphasize the connection between lessons in this sequence? \n\n
\n- **Plan for catching up absent students:**\n\n - How will absent students catch up on activities they missed? \n - How will you use the fact that the lessons in this sequence are related and build on one another to address make-up work? \n\nYou can type out your teaching and student support plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how the lesson will play out in your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n
"
- 'Lessons 4 - 6: Teaching and Student Support Plan_markdown_instruction': "
\n> **NOTE: before you start this task, make sure you’ve reviewed the lesson resources in this module, and have a good sense of how the lesson works. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Lessons 4 - 6: Teaching and Student Support Plan\n\n## Task Description\n\nNow that you have a better sense of this lessons in this sequence, let’s think about the types of supports students will need in order to be successful. Since the curriculum is based on inquiry learning, lessons feature activities that engage students in discovering core concepts themselves. It’s important to think through implementation plans and student support. In this task you will make a plan for teaching and student support **for one of the lessons in this sequence** that takes into account differentiation strategies and make-up work for absent students. Your teaching and student support plan should cover the following: \n\n\n- **Which lesson in the sequence are you discussing?** \n\n- **Details on how you will implement and differentiate the lesson:**\n\n - An outline of any changes you will need to make to the lesson to fit your local constraints or context (for example: pacing and time, dealing with classroom setup, etc). \n - An overview of the types of student needs you’ll likely need to support in your classroom (for example: students who are struggling to understand the underlying concept; students who are already familiar with the concept, but still have room to learn more; etc)\n - Your plan for addressing each of the needs outlined above (for example: integrating extension activities or other materials for students who already know something about the topic)\n - How will you address or emphasize the connection between lessons in this sequence? \n\n
\n- **Plan for catching up absent students:**\n\n - How will absent students catch up on activities they missed? \n - How will you use the fact that the lessons in this sequence are related and build on one another to address make-up work? \n\nYou can type out your teaching and student support plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how the lesson will play out in your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n
"
+ 'Lesson 7: Teaching and Student Support Plan_markdown_instruction': "> **NOTE: before you start this task, make sure you’ve reviewed the lesson resources in this module, and have a good sense of how the lesson works. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Lesson 7: Teaching and Student Support Plan\n\n## Task Description\n\nNow that you have a better sense of this lesson, let’s think about the types of supports students will need in order to successfully complete it. Since the curriculum is based on inquiry learning, lessons feature activities that engage students in discovering core concepts themselves. It’s important to think through implementation plans and student support. In this task you will make a plan for teaching and student support that takes into account differentiation strategies and make-up work for absent students. Your teaching and student support plan should cover the following: \n\n- **Details on how you will implement and differentiate the lesson:**\n\n - An outline of any changes you will need to make to the lesson to fit your local constraints or context (for example: pacing and time, dealing with classroom setup, etc). \n - An overview of the types of student needs you’ll likely need to support in your classroom (for example: students who are struggling to understand the underlying concept; students who are already familiar with the concept, but still have room to learn more; etc)\n - Your plan for addressing each of the needs outlined above (for example: integrating extension activities or other materials for students who already know something about the topic)\n
\n\n- **Plan for catching up absent students:**\n\n - How will absent students catch up on activities they missed? \n\nYou can type out your teaching and student support plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how the lesson will play out in your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. "
+ 'Lesson 9: Teaching and Student Support Plan_markdown_instruction': "> **NOTE: before you start this task, make sure you’ve reviewed the lesson resources in this module, and have a good sense of how the lesson works. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Lesson 9 Teaching and Student Support Plan\n\n## Task Description\n\nNow that you have a better sense of this lesson, let’s think about the types of supports students will need in order to successfully complete it. Since the curriculum is based on inquiry learning, lessons feature activities that engage students in discovering core concepts themselves. It’s important to think through implementation plans and student support. In this task you will make a plan for teaching and student support that takes into account differentiation strategies and make-up work for absent students. Your teaching and student support plan should cover the following: \n\n- **Details on how you will implement and differentiate the lesson:**\n\n - An outline of any changes you will need to make to the lesson to fit your local constraints or context (for example: pacing and time, dealing with classroom setup, etc). \n - An overview of the types of student needs you’ll likely need to support in your classroom (for example: students who are struggling to understand the underlying concept; students who are already familiar with the concept, but still have room to learn more; etc)\n - Your plan for addressing each of the needs outlined above (for example: integrating extension activities or other materials for students who already know something about the topic)\n
\n\n- **Plan for catching up absent students:**\n\n - How will absent students catch up on activities they missed? \n\nYou can type out your teaching and student support plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how the lesson will play out in your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. "
+ 'Lessons 10 - 11: Teaching and Student Support Plan_markdown_instruction': "
\n> **NOTE: before you start this task, make sure you’ve reviewed the lesson resources in this module, and have a good sense of how the lesson works. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Lessons 10 - 11: Teaching and Student Support Plan\n\n## Task Description\n\nNow that you have a better sense of this lessons in this sequence, let’s think about the types of supports students will need in order to be successful. Since the curriculum is based on inquiry learning, lessons feature activities that engage students in discovering core concepts themselves. It’s important to think through implementation plans and student support. In this task you will make a plan for teaching and student support **for one of the lessons in this sequence** that takes into account differentiation strategies and make-up work for absent students. Your teaching and student support plan should cover the following: \n\n\n- **Which lesson in the sequence are you discussing?** \n\n- **Details on how you will implement and differentiate the lesson:**\n\n - An outline of any changes you will need to make to the lesson to fit your local constraints or context (for example: pacing and time, dealing with classroom setup, etc). \n - An overview of the types of student needs you’ll likely need to support in your classroom (for example: students who are struggling to understand the underlying concept; students who are already familiar with the concept, but still have room to learn more; etc)\n - Your plan for addressing each of the needs outlined above (for example: integrating extension activities or other materials for students who already know something about the topic)\n - How will you address or emphasize the connection between lessons in this sequence? \n\n
\n- **Plan for catching up absent students:**\n\n - How will absent students catch up on activities they missed? \n - How will you use the fact that the lessons in this sequence are related and build on one another to address make-up work? \n\nYou can type out your teaching and student support plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how the lesson will play out in your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n
"
+ 'Lessons 12 - 13: Teaching and Student Support Plan_markdown_instruction': "
\n> **NOTE: before you start this task, make sure you’ve reviewed the lesson resources in this module, and have a good sense of how the lesson works. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Lessons 12 - 13: Teaching and Student Support Plan\n\n## Task Description\n\nNow that you have a better sense of this lessons in this sequence, let’s think about the types of supports students will need in order to be successful. Since the curriculum is based on inquiry learning, lessons feature activities that engage students in discovering core concepts themselves. It’s important to think through implementation plans and student support. In this task you will make a plan for teaching and student support **for one of the lessons in this sequence** that takes into account differentiation strategies and make-up work for absent students. Your teaching and student support plan should cover the following: \n\n\n- **Which lesson in the sequence are you discussing?** \n\n- **Details on how you will implement and differentiate the lesson:**\n\n - An outline of any changes you will need to make to the lesson to fit your local constraints or context (for example: pacing and time, dealing with classroom setup, etc). \n - An overview of the types of student needs you’ll likely need to support in your classroom (for example: students who are struggling to understand the underlying concept; students who are already familiar with the concept, but still have room to learn more; etc)\n - Your plan for addressing each of the needs outlined above (for example: integrating extension activities or other materials for students who already know something about the topic)\n - How will you address or emphasize the connection between lessons in this sequence? \n\n
\n\n- **Plan for catching up absent students:**\n\n - How will absent students catch up on activities they missed? \n - How will you use the fact that the lessons in this sequence are related and build on one another to address make-up work? \n\nYou can type out your teaching and student support plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how the lesson will play out in your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n
"
+ 'Lessons 2 - 3: Teaching and Student Support Plan_markdown_instruction': "
\n> **NOTE: before you start this task, make sure you’ve reviewed the lesson resources in this module, and have a good sense of how the lesson works. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Lessons 2 - 3: Teaching and Student Support Plan\n\n## Task Description\n\nNow that you have a better sense of this lessons in this sequence, let’s think about the types of supports students will need in order to be successful. Since the curriculum is based on inquiry learning, lessons feature activities that engage students in discovering core concepts themselves. It’s important to think through implementation plans and student support. In this task you will make a plan for teaching and student support **for one of the lessons in this sequence** that takes into account differentiation strategies and make-up work for absent students. Your teaching and student support plan should cover the following: \n\n\n- **Which lesson in the sequence are you discussing?** \n\n- **Details on how you will implement and differentiate the lesson:**\n\n - An outline of any changes you will need to make to the lesson to fit your local constraints or context (for example: pacing and time, dealing with classroom setup, etc). \n - An overview of the types of student needs you’ll likely need to support in your classroom (for example: students who are struggling to understand the underlying concept; students who are already familiar with the concept, but still have room to learn more; etc)\n - Your plan for addressing each of the needs outlined above (for example: integrating extension activities or other materials for students who already know something about the topic)\n - How will you address or emphasize the connection between lessons in this sequence? \n\n
\n- **Plan for catching up absent students:**\n\n - How will absent students catch up on activities they missed? \n - How will you use the fact that the lessons in this sequence are related and build on one another to address make-up work? \n\nYou can type out your teaching and student support plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how the lesson will play out in your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n
"
+ 'Lessons 2-3: Teaching and Student Support Plan_markdown_instruction': "
\n> **NOTE: before you start this task, make sure you’ve reviewed the lesson resources in this module, and have a good sense of how the lesson works. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Teaching and Student Support Plan\n\n## Task Description\n\nNow that you have a better sense of this lessons in this sequence, let’s think about the types of supports students will need in order to be successful. Since the curriculum is based on inquiry learning, lessons feature activities that engage students in discovering core concepts themselves. It’s important to think through implementation plans and student support. In this task you will make a plan for teaching and student support **for one of the lessons in this sequence** that takes into account differentiation strategies and make-up work for absent students. Your teaching and student support plan should cover the following: \n\n\n- **Which lesson in the sequence are you discussing?** \n\n- **Details on how you will implement and differentiate the lesson:**\n\n - An outline of any changes you will need to make to the lesson to fit your local constraints or context (for example: pacing and time, dealing with classroom setup, etc). \n - An overview of the types of student needs you’ll likely need to support in your classroom (for example: students who are struggling to understand the underlying concept; students who are already familiar with the concept, but still have room to learn more; etc)\n - Your plan for addressing each of the needs outlined above (for example: integrating extension activities or other materials for students who already know something about the topic)\n - How will you address or emphasize the connection between lessons in this sequence? \n\n
\n- **Plan for catching up absent students:**\n\n - How will absent students catch up on activities they missed? \n - How will you use the fact that the lessons in this sequence are related and build on one another to address make-up work? \n\nYou can type out your teaching and student support plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how the lesson will play out in your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n
"
+ 'Lessons 4 - 6: Teaching and Student Support Plan_markdown_instruction': "
\n> **NOTE: before you start this task, make sure you’ve reviewed the lesson resources in this module, and have a good sense of how the lesson works. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Lessons 4 - 6: Teaching and Student Support Plan\n\n## Task Description\n\nNow that you have a better sense of this lessons in this sequence, let’s think about the types of supports students will need in order to be successful. Since the curriculum is based on inquiry learning, lessons feature activities that engage students in discovering core concepts themselves. It’s important to think through implementation plans and student support. In this task you will make a plan for teaching and student support **for one of the lessons in this sequence** that takes into account differentiation strategies and make-up work for absent students. Your teaching and student support plan should cover the following: \n\n\n- **Which lesson in the sequence are you discussing?** \n\n- **Details on how you will implement and differentiate the lesson:**\n\n - An outline of any changes you will need to make to the lesson to fit your local constraints or context (for example: pacing and time, dealing with classroom setup, etc). \n - An overview of the types of student needs you’ll likely need to support in your classroom (for example: students who are struggling to understand the underlying concept; students who are already familiar with the concept, but still have room to learn more; etc)\n - Your plan for addressing each of the needs outlined above (for example: integrating extension activities or other materials for students who already know something about the topic)\n - How will you address or emphasize the connection between lessons in this sequence? \n\n
\n- **Plan for catching up absent students:**\n\n - How will absent students catch up on activities they missed? \n - How will you use the fact that the lessons in this sequence are related and build on one another to address make-up work? \n\nYou can type out your teaching and student support plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how the lesson will play out in your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n
"
Limited Quantity of Blocks Test_markdown_instruction: Get me to the pig by adding only one block.
Luigi's Pizza 1_markdown_instruction: Welcome to Luigi's Pizza! To order a pizza, type the name of a topping into the `cost` function, and we'll return the price of that pizza. Try ordering a pepperoni pizza to start.
Luigi's Pizza 2_markdown_instruction: Right now there are only four choices available at Luigi's pizza - let's fix that! Add a couple of new toppings to the conditional block in the `cost` function. Once you've added your toppings, test out the function to make sure it works.
@@ -20150,8 +20150,8 @@ en:
**Now that you've learned more about the CS in Algebra Professional Learning Program and curriculum, let's consider your goals**
- - What are your goals for your CS in Algebra class?
- - How do you you see it integrating into your class, and what do you hope that you and your students get out of the experience?
+ - What are your goals for your CS in Algebra class?
+ - How do you you see it integrating into your class, and what do you hope that you and your students get out of the experience?
*These goals will change over time, and we'll revisit your response as we go through the course so we can check in on how we're progressing towards those goals.*
PDK5 Challenges_markdown_instruction: 'What are your biggest challenges to implementing Code.org''s curriculum in your classroom?
@@ -20901,8 +20901,8 @@ en:
### How this task is reviewed
This task is peer-reviewed by 2 peers, using the following rubric:
- - Lesson includes lecture
- - Lesson includes activity on network simulator
+ - Lesson includes lecture
+ - Lesson includes activity on network simulator
Screen Size_markdown_instruction: |-
# Hardware Accessibility: Screen Size
@@ -20935,15 +20935,15 @@ en:
'Task: ASCII Representation of your Name_markdown_instruction': "# TASK: Write your name in ASCII\n\nUse the ASCII Table below to write your name in the decimal and binary representations: \n
\n\n\n\n
\nThe full ASCII table can be found here.\n\n"
'Task: Develop a Battleship Protocol_markdown_instruction': "# Task: Create a Battleship Protocol\n\nOne of the best ways to prepare to teach a lesson is by actually doing the activity yourself. As you complete the activity, consider the misconceptions that your students may have and what sorts of questions you can ask to help them overcome these barriers. \n
\nWhile completing this activity, note: \n\n- There are many 'correct' answers as long as the rules are used consistently.
\n- Challenge yourself to develop an *efficient* protocol. In this case, this means you should consider the fewest number of bits necessary to encode the whole message.
\n- If you have already looked at the exemplar protocol in this lesson, try to create your own unique protocol. This will help you empathize with students as you think about the design process necessary to develop the protocol.
\n
\n\n> Click here for the Battleship Protocols Activity Guide >> \n
\n> Click here for an exemplar solution >> \n\n
\n\nUse the space below to share your protocol."
'Task: Encode an Experience_markdown_instruction': "# Task: Encode an Experience\n\n## Do the Activity\nOne of the best ways to prepare to help students with the challenges of this Practice PT is by actually encoding an experience yourself. As you complete the activity, consider the misconceptions that your students may have and what sorts of questions you can ask to help them overcome these barriers. In order to do this activity, you'll want to access the encode an experience activity guide and project template, both linked below. \n\n\n- First, you'll want to read through the lesson plan and the project activity guide \n- Then, encode a real life experience or event in binary! Follow the project tempalte to step through encoding an experience of your own. \n\n\n
\n### Head to the Forum >>\n
\n\n\n## Share Your Encoding and Ideas\nHead to the forum and share your ideas about this activity. Specifically, share: \n\n\n- Your encoded experience (feel free to upload and share your completed template).\n- Misconceptions that your students may have and what sorts of questions you can ask to help them overcome these barriers.\n\n\n## Submit the Link for your Forum Post\nOnce you’ve posted in the forum, share a link here. In order to get a direct link to your post, click the link icon directly under your post (shown in the picture below):\n\n\n\n\n\n"
- 'Task: Explore Google Trends_markdown_instruction': "# Task: Explore Google Trends\n\n\nOne of the best ways to prepare to help students with this chunk of lessons is to start understanding ways to see trends in data. Here we’ll give some examples of related topics to search in google trends. In order to do this activity you’ll first want to review the how to guide for google trends (the last resource in this module). \n\n\n- Once you’ve read the how to guide, head to Google Trends \n- Play around with different queries that might reveal interesting relationships in what people are searching for on Google. For example: \n - s7 note and samsung stock\n - early voting and voter registration\n - earthquake and italy\n- Explore differences over time and by location \n - Look at different time periods (1 week, 30 days, 90 days, 1 year)\n - Look at different locations (different countries, states, cities)\n\n\n
\n### Head to the Forum >>\n
\n\n## Share Your Findings\nHead to the forum and share your findings. Specifically, share: \n\n\n- The topics you explored in Google Trends\n- Surprising or interesting relationships or trends \n- Misconceptions that your students may have and what sorts of questions you can ask to help them overcome these barriers.\n\n\n## Submit the Link for your Forum Post\nOnce you’ve posted in the forum, share a link here. In order to get a direct link to your post, click the link icon directly under your post (shown in the picture below):\n\n\n\n"
+ 'Task: Explore Google Trends_markdown_instruction': "# Task: Explore Google Trends\n\n\nOne of the best ways to prepare to help students with this chunk of lessons is to start understanding ways to see trends in data. Here we’ll give some examples of related topics to search in google trends. In order to do this activity you’ll first want to review the how to guide for google trends (the last resource in this module). \n\n\n- Once you’ve read the how to guide, head to Google Trends \n- Play around with different queries that might reveal interesting relationships in what people are searching for on Google. For example: \n - s7 note and samsung stock\n - early voting and voter registration\n - earthquake and italy\n- Explore differences over time and by location \n - Look at different time periods (1 week, 30 days, 90 days, 1 year)\n - Look at different locations (different countries, states, cities)\n\n\n
\n### Head to the Forum >>\n
\n\n## Share Your Findings\nHead to the forum and share your findings. Specifically, share: \n\n\n- The topics you explored in Google Trends\n- Surprising or interesting relationships or trends \n- Misconceptions that your students may have and what sorts of questions you can ask to help them overcome these barriers.\n\n\n## Submit the Link for your Forum Post\nOnce you’ve posted in the forum, share a link here. In order to get a direct link to your post, click the link icon directly under your post (shown in the picture below):\n\n\n\n"
'Task: Make your own Favicon_markdown_instruction': "# Task: Make your own Favicon\n\n## Do the Activity\n\nOne of the best ways to prepare to teach a lesson is by actually doing the activity yourself. As you complete the activity, consider the misconceptions that your students may have and what sorts of questions you can ask to help them overcome these barriers. In order to do this activity, you'll want to access the color pixelation widget (which is a bubble in this module) as well as the favicon project description (linked below). \n\n\n- First, you'll want to play around with the color pixelation widget and get a sense of how it works.\n- Then, work to make your own favicon! Follow the instructions which are available in unit 2 lesson 4 \n\n\n
\n### Head to the Forum >>\n
\n\n\n## Share Your Favicon and Ideas\nHead to the forum and share your ideas about this activity. Specifically, share: \n\n- A screenshot of your Favicon.\n- Misconceptions that your students may have and what sorts of questions you can ask to help them overcome these barriers.\n\n\n## Submit the Link for your Forum Post\n\nOnce you’ve posted in the forum, share a link here. In order to get a direct link to your post, click the link icon directly under your post (shown in the picture below):\n\n\n\n\n\n\n\n\n"
'Task: Write your own Heuristic_markdown_instruction': "# Task: Write your own Heuristic\n\n## Do the Activity\n\nOne of the best ways to prepare to teach a lesson is by actually doing the activity yourself. As you complete the activity, consider the misconceptions that your students may have and what sorts of questions you can ask to help them overcome these barriers. In order to do this activity, you'll want to access the text compression widget (which is a bubble in this module) as well as the heuristic worksheet (linked below). \n\n- First, you'll want to play around with the text compression widget and get a sense of the types of patterns that you can pull out. \n- Then, work to develop your own heuristic! Feel free to follow this activity guide, from lesson 2.\n\n
\n### Head to the Forum >>\n
\n\n\n## Share Your Heuristic and Ideas\nHead to the forum and share your ideas about this activity. Specifically, share: \n\n- The heuristic you developed.\n- Misconceptions that your students may have and what sorts of questions you can ask to help them overcome these barriers.\n\n## Submit the Link for your Forum Post\n\nOnce you’ve posted in the forum, share a link here. In order to get a direct link to your post, click the link icon directly under your post (shown in the picture below):\n\n\n\n\n\n"
- 'Teaching Practice Plan: Assessing Student Learning_markdown_instruction': "> **NOTE: before you start this task, make sure you’ve reviewed the resources in this module, and have a good sense of the connections to unit 1. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Teaching Practice Plan: Assessing Student Learning\n\nFor this task, you’re going to develop and submit a Teaching Practice Plan, which details your plan for assessing student learning throughout unit 1. Your plan should address the following: \n\n- Using what’s in the curriculum\n \n - How do you plan to use the assessment opportunities that have been provided in the curriculum? Your response should include how you plan to use formative lessons questions (blue bubbles in code studio), project rubrics, AP-style questions (following lesson 7 and lesson 14), practice performance task (lesson 14)\n\n\n- Making your own assessments\n\n - What types of assessments might you need to create or use on top of those provided in the curriculum? \n - What is your strategy for developing assessment opportunities that are consistent with the philosophy of the curriculum and activities? \n\nYou can type out your teaching practice plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how this practice will fit into your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n"
- 'Teaching Practice Plan: Balancing Teacher and Tools_markdown_instruction': "> **NOTE: before you start this task, make sure you’ve reviewed the resources in this module, and have a good sense of the connections to unit 1. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n\n# Teaching Practice Plan: Balancing Teacher and Tools\n\n\n\nFor this task, you’re going to develop and submit a Teaching Practice Plan, which details your general plan for managing technology throughout unit 1, as well as a specific plan for one of the technology-dependent lessons highlighted in red on the right. Your plan should be broken into two parts, and address the following things: \n\n- General strategies that you’ll apply throughout unit 1\n - Throughout unit 1, what classroom and technology management techniques will you use to help students stay focused on the lesson tasks? \n\n\n- Strategies specific to a selected lesson\n - Which of the highlighted lessons on the right are you discussing? \n - What is your plan for managing transitions between your instruction and students being in the tool? *Note: your response should include specifics about the lesson*\n - How do you plan to introduce the lesson challenge and the tool that students will use to complete the challenge? *Note: your response should include specifics about the lesson*\n\n\nYou can type out your teaching practice plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how this practice will fit into your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n \n"
+ 'Teaching Practice Plan: Assessing Student Learning_markdown_instruction': "> **NOTE: before you start this task, make sure you’ve reviewed the resources in this module, and have a good sense of the connections to unit 1. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Teaching Practice Plan: Assessing Student Learning\n\nFor this task, you’re going to develop and submit a Teaching Practice Plan, which details your plan for assessing student learning throughout unit 1. Your plan should address the following: \n\n- Using what’s in the curriculum\n \n - How do you plan to use the assessment opportunities that have been provided in the curriculum? Your response should include how you plan to use formative lessons questions (blue bubbles in code studio), project rubrics, AP-style questions (following lesson 7 and lesson 14), practice performance task (lesson 14)\n\n\n- Making your own assessments\n\n - What types of assessments might you need to create or use on top of those provided in the curriculum? \n - What is your strategy for developing assessment opportunities that are consistent with the philosophy of the curriculum and activities? \n\nYou can type out your teaching practice plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how this practice will fit into your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n"
+ 'Teaching Practice Plan: Balancing Teacher and Tools_markdown_instruction': "> **NOTE: before you start this task, make sure you’ve reviewed the resources in this module, and have a good sense of the connections to unit 1. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n\n# Teaching Practice Plan: Balancing Teacher and Tools\n\n\n\nFor this task, you’re going to develop and submit a Teaching Practice Plan, which details your general plan for managing technology throughout unit 1, as well as a specific plan for one of the technology-dependent lessons highlighted in red on the right. Your plan should be broken into two parts, and address the following things: \n\n- General strategies that you’ll apply throughout unit 1\n - Throughout unit 1, what classroom and technology management techniques will you use to help students stay focused on the lesson tasks? \n\n\n- Strategies specific to a selected lesson\n - Which of the highlighted lessons on the right are you discussing? \n - What is your plan for managing transitions between your instruction and students being in the tool? *Note: your response should include specifics about the lesson*\n - How do you plan to introduce the lesson challenge and the tool that students will use to complete the challenge? *Note: your response should include specifics about the lesson*\n\n\nYou can type out your teaching practice plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how this practice will fit into your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n \n"
'Teaching Practice Plan: Discovery Learning_markdown_instruction': "> **NOTE: before you start this task, make sure you’ve reviewed the resources in this module, and have a good sense of the connections to unit 1. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Teaching Practice Plan: Discovery Learning\n\nFor this task, you’re going to develop and submit a Teaching Practice Plan, which details your plan for building and supporting a culture of discovery learning in your classroom throughout unit 1. Your plan should address the following: \n\n- For lessons that call for students to discover a key computer science concept, how do you plan to balance your time frontloading content instruction with students’ time completing the activity and constructing their own knowledge? \n- What is your strategy for supporting students who struggle with this model of teaching and learning, and look to you to ‘just give them the answer’?\n- How do you plan to make sure students leave a lesson having discovered the underlying concept(s)? \n\nYou can type out your teaching practice plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how this practice will fit into your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n\n\n"
'Teaching Practice Plan: Group Work and Peer Learning_markdown_instruction': "> **NOTE: before you start this task, make sure you’ve reviewed the resources in this module, and have a good sense of the connections to unit 1. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n\n# Teaching Practice Plan: Group Work and Peer Learning\n\nFor this task, you’re going to develop and submit a Teaching Practice Plan, which details your plan for supporting group work throughout unit 1. Your plan should address the following things: \n\n- What is your plan for supporting students who are struggling to engage in group work, either because they prefer to work alone, or because they are having issues collaborating with their partner(s)? \n- How do you plan to help make sure all members of the team have a voice in their groups’ discussions?\n- How can you help students understand and appreciate the importance of learning through and from one another? \n\nYou can type out your teaching practice plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how this practice will fit into your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n\n\n\n"
'Teaching Practice Plan: Group Work and Peer Learning`_markdown_instruction': "> **NOTE: before you start this task, make sure you’ve reviewed the resources in this module, and have a good sense of the connections to unit 1. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n\n# Teaching Practice Plan: Group Work and Peer Learning`\n\nFor this task, you’re going to develop and submit a Teaching Practice Plan, which details your plan for supporting group work throughout unit 1. Your plan should address the following things: \n\n- What is your plan for supporting students who are struggling to engage in group work, either because they prefer to work alone, or because they are having issues collaborating with their partner(s)? \n- How do you plan to help make sure all members of the team have a voice in their groups’ discussions?\n- How can you help students understand and appreciate the importance of learning through and from one another? \n\nYou can type out your teaching practice plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how this practice will fit into your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n\n\n\n"
- Teaching and Student Support Plan_markdown_instruction: "> **NOTE: before you start this task, make sure you’ve reviewed the lesson resources in this module, and have a good sense of how the lesson works. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Teaching and Student Support plan\n## Task Description\n\nNow that you have a better sense of this lesson, let’s think about the types of supports students will need in order to successfully complete it. Since the curriculum is based on inquiry learning, lessons feature activities that engage students in discovering core concepts themselves. It’s important to think through implementation plans and student support. In this task you will make a plan for teaching and student support that takes into account differentiation strategies and make-up work for absent students. Your teaching and student support plan should cover the following: \n\n- **Details on how you will implement and differentiate the lesson:**\n\n - An outline of any changes you will need to make to the lesson to fit your local constraints or context (for example: pacing and time, dealing with classroom setup, etc). \n - An overview of the types of student needs you’ll likely need to support in your classroom (for example: students who are struggling to understand the underlying concept; students who are already familiar with the concept, but still have room to learn more; etc)\n - Your plan for addressing each of the needs outlined above (for example: integrating extension activities or other materials for students who already know something about the topic)\n
\n\n- **Plan for catching up absent students:**\n\n - How will absent students catch up on activities they missed? \n\nYou can type out your teaching and student support plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how the lesson will play out in your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. "
+ Teaching and Student Support Plan_markdown_instruction: "> **NOTE: before you start this task, make sure you’ve reviewed the lesson resources in this module, and have a good sense of how the lesson works. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Teaching and Student Support plan\n## Task Description\n\nNow that you have a better sense of this lesson, let’s think about the types of supports students will need in order to successfully complete it. Since the curriculum is based on inquiry learning, lessons feature activities that engage students in discovering core concepts themselves. It’s important to think through implementation plans and student support. In this task you will make a plan for teaching and student support that takes into account differentiation strategies and make-up work for absent students. Your teaching and student support plan should cover the following: \n\n- **Details on how you will implement and differentiate the lesson:**\n\n - An outline of any changes you will need to make to the lesson to fit your local constraints or context (for example: pacing and time, dealing with classroom setup, etc). \n - An overview of the types of student needs you’ll likely need to support in your classroom (for example: students who are struggling to understand the underlying concept; students who are already familiar with the concept, but still have room to learn more; etc)\n - Your plan for addressing each of the needs outlined above (for example: integrating extension activities or other materials for students who already know something about the topic)\n
\n\n- **Plan for catching up absent students:**\n\n - How will absent students catch up on activities they missed? \n\nYou can type out your teaching and student support plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how the lesson will play out in your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. "
Test Contained Free Response_markdown_instruction: My free response markdown instructions
Test Free Response Assessment Question_markdown_instruction: |
Imagine that you have to send a list of 10 numbers to friend in binary using the bit-sending widget. The numbers are all between 0 and 100. Describe the issues or problems that you and your friend would encounter in trying to do this. How would you address these problem?
@@ -21187,12 +21187,12 @@ en:
U1L9 Free Response Assessment_markdown_instruction: 'Choose one of the topics you most enjoyed learning about today. Describe what new information you learned and how it relates to the way we create and use number systems.
'
- 'U2 L 1 - 2: Teaching and Student Support Plan_markdown_instruction': "
\n> **NOTE: before you start this task, make sure you’ve reviewed the lesson resources in this module, and have a good sense of how the lesson works. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Lessons 1 - 2: Teaching and Student Support Plan\n\n## Task Description\n\nNow that you have a better sense of this lessons in this sequence, let’s think about the types of supports students will need in order to be successful. Since the curriculum is based on inquiry learning, lessons feature activities that engage students in discovering core concepts themselves. It’s important to think through implementation plans and student support. In this task you will make a plan for teaching and student support **for one of the lessons in this sequence** that takes into account differentiation strategies and make-up work for absent students. Your teaching and student support plan should cover the following: \n\n\n- **Which lesson in the sequence are you discussing?** \n\n- **Details on how you will implement and differentiate the lesson:**\n\n - An outline of any changes you will need to make to the lesson to fit your local constraints or context (for example: pacing and time, dealing with classroom setup, etc). \n - An overview of the types of student needs you’ll likely need to support in your classroom (for example: students who are struggling to understand the underlying concept; students who are already familiar with the concept, but still have room to learn more; etc)\n - Your plan for addressing each of the needs outlined above (for example: integrating extension activities or other materials for students who already know something about the topic)\n - How will you address or emphasize the connection between lessons in this sequence? \n\n- **Plan for catching up absent students:**\n\n - How will absent students catch up on activities they missed? \n - How will you use the fact that the lessons in this sequence are related and build on one another to address make-up work? \n\nYou can type out your teaching and student support plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how the lesson will play out in your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n
"
- 'U2 L1 - 2: Teaching and Student Support Plan_markdown_instruction': "
\n> **NOTE: before you start this task, make sure you’ve reviewed the lesson resources in this module, and have a good sense of how the lesson works. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Lessons 1 - 2: Teaching and Student Support Plan\n\n## Task Description\n\nNow that you have a better sense of this lessons in this sequence, let’s think about the types of supports students will need in order to be successful. Since the curriculum is based on inquiry learning, lessons feature activities that engage students in discovering core concepts themselves. It’s important to think through implementation plans and student support. In this task you will make a plan for teaching and student support **for one of the lessons in this sequence** that takes into account differentiation strategies and make-up work for absent students. Your teaching and student support plan should cover the following: \n\n\n- **Which lesson in the sequence are you discussing?** \n\n- **Details on how you will implement and differentiate the lesson:**\n\n - An outline of any changes you will need to make to the lesson to fit your local constraints or context (for example: pacing and time, dealing with classroom setup, etc). \n - An overview of the types of student needs you’ll likely need to support in your classroom (for example: students who are struggling to understand the underlying concept; students who are already familiar with the concept, but still have room to learn more; etc)\n - Your plan for addressing each of the needs outlined above (for example: integrating extension activities or other materials for students who already know something about the topic)\n - How will you address or emphasize the connection between lessons in this sequence? \n\n- **Plan for catching up absent students:**\n\n - How will absent students catch up on activities they missed? \n - How will you use the fact that the lessons in this sequence are related and build on one another to address make-up work? \n\nYou can type out your teaching and student support plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how the lesson will play out in your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n
"
- 'U2 L11 - 15: Teaching and Student Support Plan_markdown_instruction': "
\n> **NOTE: before you start this task, make sure you’ve reviewed the lesson resources in this module, and have a good sense of how the lesson works. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Lessons 11 - 15: Teaching and Student Support Plan\n\n## Task Description\n\nNow that you have a better sense of this lessons in this sequence, let’s think about the types of supports students will need in order to be successful. Since the curriculum is based on inquiry learning, lessons feature activities that engage students in discovering core concepts themselves. It’s important to think through implementation plans and student support. In this task you will make a plan for teaching and student support **for one of the lessons in this sequence** that takes into account differentiation strategies and make-up work for absent students. Your teaching and student support plan should cover the following: \n\n\n- **Which lesson in the sequence are you discussing?** \n\n- **Details on how you will implement and differentiate the lesson:**\n\n - An outline of any changes you will need to make to the lesson to fit your local constraints or context (for example: pacing and time, dealing with classroom setup, etc). \n - An overview of the types of student needs you’ll likely need to support in your classroom (for example: students who are struggling to understand the underlying concept; students who are already familiar with the concept, but still have room to learn more; etc)\n - Your plan for addressing each of the needs outlined above (for example: integrating extension activities or other materials for students who already know something about the topic)\n - How will you address or emphasize the connection between lessons in this sequence? \n\n- **Plan for catching up absent students:**\n\n - How will absent students catch up on activities they missed? \n - How will you use the fact that the lessons in this sequence are related and build on one another to address make-up work? \n\nYou can type out your teaching and student support plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how the lesson will play out in your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n
"
- 'U2 L3 - 4: Teaching and Student Support Plan_markdown_instruction': "
\n> **NOTE: before you start this task, make sure you’ve reviewed the lesson resources in this module, and have a good sense of how the lesson works. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Lessons 3 - 4: Teaching and Student Support Plan\n\n## Task Description\n\nNow that you have a better sense of this lessons in this sequence, let’s think about the types of supports students will need in order to be successful. Since the curriculum is based on inquiry learning, lessons feature activities that engage students in discovering core concepts themselves. It’s important to think through implementation plans and student support. In this task you will make a plan for teaching and student support **for one of the lessons in this sequence** that takes into account differentiation strategies and make-up work for absent students. Your teaching and student support plan should cover the following: \n\n\n- **Which lesson in the sequence are you discussing?** \n\n- **Details on how you will implement and differentiate the lesson:**\n\n - An outline of any changes you will need to make to the lesson to fit your local constraints or context (for example: pacing and time, dealing with classroom setup, etc). \n - An overview of the types of student needs you’ll likely need to support in your classroom (for example: students who are struggling to understand the underlying concept; students who are already familiar with the concept, but still have room to learn more; etc)\n - Your plan for addressing each of the needs outlined above (for example: integrating extension activities or other materials for students who already know something about the topic)\n - How will you address or emphasize the connection between lessons in this sequence? \n\n- **Plan for catching up absent students:**\n\n - How will absent students catch up on activities they missed? \n - How will you use the fact that the lessons in this sequence are related and build on one another to address make-up work? \n\nYou can type out your teaching and student support plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how the lesson will play out in your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n
"
- 'U2 L5 - 6: Teaching and Student Support Plan_markdown_instruction': "
\n> **NOTE: before you start this task, make sure you’ve reviewed the lesson resources in this module, and have a good sense of how the lesson works. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Lessons 5 - 6: Teaching and Student Support Plan\n\n## Task Description\n\nNow that you have a better sense of this lessons in this sequence, let’s think about the types of supports students will need in order to be successful. Since the curriculum is based on inquiry learning, lessons feature activities that engage students in discovering core concepts themselves. It’s important to think through implementation plans and student support. In this task you will make a plan for teaching and student support **for one of the lessons in this sequence** that takes into account differentiation strategies and make-up work for absent students. Your teaching and student support plan should cover the following: \n\n\n- **Which lesson in the sequence are you discussing?** \n\n- **Details on how you will implement and differentiate the lesson:**\n\n - An outline of any changes you will need to make to the lesson to fit your local constraints or context (for example: pacing and time, dealing with classroom setup, etc). \n - An overview of the types of student needs you’ll likely need to support in your classroom (for example: students who are struggling to understand the underlying concept; students who are already familiar with the concept, but still have room to learn more; etc)\n - Your plan for addressing each of the needs outlined above (for example: integrating extension activities or other materials for students who already know something about the topic)\n - How will you address or emphasize the connection between lessons in this sequence? \n\n- **Plan for catching up absent students:**\n\n - How will absent students catch up on activities they missed? \n - How will you use the fact that the lessons in this sequence are related and build on one another to address make-up work? \n\nYou can type out your teaching and student support plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how the lesson will play out in your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n
"
- 'U2 L7 - 10: Teaching and Student Support Plan_markdown_instruction': "
\n> **NOTE: before you start this task, make sure you’ve reviewed the lesson resources in this module, and have a good sense of how the lesson works. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Lessons 7 - 10: Teaching and Student Support Plan\n\n## Task Description\n\nNow that you have a better sense of this lessons in this sequence, let’s think about the types of supports students will need in order to be successful. Since the curriculum is based on inquiry learning, lessons feature activities that engage students in discovering core concepts themselves. It’s important to think through implementation plans and student support. In this task you will make a plan for teaching and student support **for one of the lessons in this sequence** that takes into account differentiation strategies and make-up work for absent students. Your teaching and student support plan should cover the following: \n\n\n- **Which lesson in the sequence are you discussing?** \n\n- **Details on how you will implement and differentiate the lesson:**\n\n - An outline of any changes you will need to make to the lesson to fit your local constraints or context (for example: pacing and time, dealing with classroom setup, etc). \n - An overview of the types of student needs you’ll likely need to support in your classroom (for example: students who are struggling to understand the underlying concept; students who are already familiar with the concept, but still have room to learn more; etc)\n - Your plan for addressing each of the needs outlined above (for example: integrating extension activities or other materials for students who already know something about the topic)\n - How will you address or emphasize the connection between lessons in this sequence? \n\n- **Plan for catching up absent students:**\n\n - How will absent students catch up on activities they missed? \n - How will you use the fact that the lessons in this sequence are related and build on one another to address make-up work? \n\nYou can type out your teaching and student support plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how the lesson will play out in your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n
"
+ 'U2 L 1 - 2: Teaching and Student Support Plan_markdown_instruction': "
\n> **NOTE: before you start this task, make sure you’ve reviewed the lesson resources in this module, and have a good sense of how the lesson works. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Lessons 1 - 2: Teaching and Student Support Plan\n\n## Task Description\n\nNow that you have a better sense of this lessons in this sequence, let’s think about the types of supports students will need in order to be successful. Since the curriculum is based on inquiry learning, lessons feature activities that engage students in discovering core concepts themselves. It’s important to think through implementation plans and student support. In this task you will make a plan for teaching and student support **for one of the lessons in this sequence** that takes into account differentiation strategies and make-up work for absent students. Your teaching and student support plan should cover the following: \n\n\n- **Which lesson in the sequence are you discussing?** \n\n- **Details on how you will implement and differentiate the lesson:**\n\n - An outline of any changes you will need to make to the lesson to fit your local constraints or context (for example: pacing and time, dealing with classroom setup, etc). \n - An overview of the types of student needs you’ll likely need to support in your classroom (for example: students who are struggling to understand the underlying concept; students who are already familiar with the concept, but still have room to learn more; etc)\n - Your plan for addressing each of the needs outlined above (for example: integrating extension activities or other materials for students who already know something about the topic)\n - How will you address or emphasize the connection between lessons in this sequence? \n\n- **Plan for catching up absent students:**\n\n - How will absent students catch up on activities they missed? \n - How will you use the fact that the lessons in this sequence are related and build on one another to address make-up work? \n\nYou can type out your teaching and student support plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how the lesson will play out in your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n
"
+ 'U2 L1 - 2: Teaching and Student Support Plan_markdown_instruction': "
\n> **NOTE: before you start this task, make sure you’ve reviewed the lesson resources in this module, and have a good sense of how the lesson works. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Lessons 1 - 2: Teaching and Student Support Plan\n\n## Task Description\n\nNow that you have a better sense of this lessons in this sequence, let’s think about the types of supports students will need in order to be successful. Since the curriculum is based on inquiry learning, lessons feature activities that engage students in discovering core concepts themselves. It’s important to think through implementation plans and student support. In this task you will make a plan for teaching and student support **for one of the lessons in this sequence** that takes into account differentiation strategies and make-up work for absent students. Your teaching and student support plan should cover the following: \n\n\n- **Which lesson in the sequence are you discussing?** \n\n- **Details on how you will implement and differentiate the lesson:**\n\n - An outline of any changes you will need to make to the lesson to fit your local constraints or context (for example: pacing and time, dealing with classroom setup, etc). \n - An overview of the types of student needs you’ll likely need to support in your classroom (for example: students who are struggling to understand the underlying concept; students who are already familiar with the concept, but still have room to learn more; etc)\n - Your plan for addressing each of the needs outlined above (for example: integrating extension activities or other materials for students who already know something about the topic)\n - How will you address or emphasize the connection between lessons in this sequence? \n\n- **Plan for catching up absent students:**\n\n - How will absent students catch up on activities they missed? \n - How will you use the fact that the lessons in this sequence are related and build on one another to address make-up work? \n\nYou can type out your teaching and student support plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how the lesson will play out in your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n
"
+ 'U2 L11 - 15: Teaching and Student Support Plan_markdown_instruction': "
\n> **NOTE: before you start this task, make sure you’ve reviewed the lesson resources in this module, and have a good sense of how the lesson works. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Lessons 11 - 15: Teaching and Student Support Plan\n\n## Task Description\n\nNow that you have a better sense of this lessons in this sequence, let’s think about the types of supports students will need in order to be successful. Since the curriculum is based on inquiry learning, lessons feature activities that engage students in discovering core concepts themselves. It’s important to think through implementation plans and student support. In this task you will make a plan for teaching and student support **for one of the lessons in this sequence** that takes into account differentiation strategies and make-up work for absent students. Your teaching and student support plan should cover the following: \n\n\n- **Which lesson in the sequence are you discussing?** \n\n- **Details on how you will implement and differentiate the lesson:**\n\n - An outline of any changes you will need to make to the lesson to fit your local constraints or context (for example: pacing and time, dealing with classroom setup, etc). \n - An overview of the types of student needs you’ll likely need to support in your classroom (for example: students who are struggling to understand the underlying concept; students who are already familiar with the concept, but still have room to learn more; etc)\n - Your plan for addressing each of the needs outlined above (for example: integrating extension activities or other materials for students who already know something about the topic)\n - How will you address or emphasize the connection between lessons in this sequence? \n\n- **Plan for catching up absent students:**\n\n - How will absent students catch up on activities they missed? \n - How will you use the fact that the lessons in this sequence are related and build on one another to address make-up work? \n\nYou can type out your teaching and student support plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how the lesson will play out in your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n
"
+ 'U2 L3 - 4: Teaching and Student Support Plan_markdown_instruction': "
\n> **NOTE: before you start this task, make sure you’ve reviewed the lesson resources in this module, and have a good sense of how the lesson works. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Lessons 3 - 4: Teaching and Student Support Plan\n\n## Task Description\n\nNow that you have a better sense of this lessons in this sequence, let’s think about the types of supports students will need in order to be successful. Since the curriculum is based on inquiry learning, lessons feature activities that engage students in discovering core concepts themselves. It’s important to think through implementation plans and student support. In this task you will make a plan for teaching and student support **for one of the lessons in this sequence** that takes into account differentiation strategies and make-up work for absent students. Your teaching and student support plan should cover the following: \n\n\n- **Which lesson in the sequence are you discussing?** \n\n- **Details on how you will implement and differentiate the lesson:**\n\n - An outline of any changes you will need to make to the lesson to fit your local constraints or context (for example: pacing and time, dealing with classroom setup, etc). \n - An overview of the types of student needs you’ll likely need to support in your classroom (for example: students who are struggling to understand the underlying concept; students who are already familiar with the concept, but still have room to learn more; etc)\n - Your plan for addressing each of the needs outlined above (for example: integrating extension activities or other materials for students who already know something about the topic)\n - How will you address or emphasize the connection between lessons in this sequence? \n\n- **Plan for catching up absent students:**\n\n - How will absent students catch up on activities they missed? \n - How will you use the fact that the lessons in this sequence are related and build on one another to address make-up work? \n\nYou can type out your teaching and student support plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how the lesson will play out in your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n
"
+ 'U2 L5 - 6: Teaching and Student Support Plan_markdown_instruction': "
\n> **NOTE: before you start this task, make sure you’ve reviewed the lesson resources in this module, and have a good sense of how the lesson works. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Lessons 5 - 6: Teaching and Student Support Plan\n\n## Task Description\n\nNow that you have a better sense of this lessons in this sequence, let’s think about the types of supports students will need in order to be successful. Since the curriculum is based on inquiry learning, lessons feature activities that engage students in discovering core concepts themselves. It’s important to think through implementation plans and student support. In this task you will make a plan for teaching and student support **for one of the lessons in this sequence** that takes into account differentiation strategies and make-up work for absent students. Your teaching and student support plan should cover the following: \n\n\n- **Which lesson in the sequence are you discussing?** \n\n- **Details on how you will implement and differentiate the lesson:**\n\n - An outline of any changes you will need to make to the lesson to fit your local constraints or context (for example: pacing and time, dealing with classroom setup, etc). \n - An overview of the types of student needs you’ll likely need to support in your classroom (for example: students who are struggling to understand the underlying concept; students who are already familiar with the concept, but still have room to learn more; etc)\n - Your plan for addressing each of the needs outlined above (for example: integrating extension activities or other materials for students who already know something about the topic)\n - How will you address or emphasize the connection between lessons in this sequence? \n\n- **Plan for catching up absent students:**\n\n - How will absent students catch up on activities they missed? \n - How will you use the fact that the lessons in this sequence are related and build on one another to address make-up work? \n\nYou can type out your teaching and student support plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how the lesson will play out in your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n
"
+ 'U2 L7 - 10: Teaching and Student Support Plan_markdown_instruction': "
\n> **NOTE: before you start this task, make sure you’ve reviewed the lesson resources in this module, and have a good sense of how the lesson works. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Lessons 7 - 10: Teaching and Student Support Plan\n\n## Task Description\n\nNow that you have a better sense of this lessons in this sequence, let’s think about the types of supports students will need in order to be successful. Since the curriculum is based on inquiry learning, lessons feature activities that engage students in discovering core concepts themselves. It’s important to think through implementation plans and student support. In this task you will make a plan for teaching and student support **for one of the lessons in this sequence** that takes into account differentiation strategies and make-up work for absent students. Your teaching and student support plan should cover the following: \n\n\n- **Which lesson in the sequence are you discussing?** \n\n- **Details on how you will implement and differentiate the lesson:**\n\n - An outline of any changes you will need to make to the lesson to fit your local constraints or context (for example: pacing and time, dealing with classroom setup, etc). \n - An overview of the types of student needs you’ll likely need to support in your classroom (for example: students who are struggling to understand the underlying concept; students who are already familiar with the concept, but still have room to learn more; etc)\n - Your plan for addressing each of the needs outlined above (for example: integrating extension activities or other materials for students who already know something about the topic)\n - How will you address or emphasize the connection between lessons in this sequence? \n\n- **Plan for catching up absent students:**\n\n - How will absent students catch up on activities they missed? \n - How will you use the fact that the lessons in this sequence are related and build on one another to address make-up work? \n\nYou can type out your teaching and student support plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how the lesson will play out in your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n
"
'U2 The Internet: Cybersecurity and Crime - Video_markdown_instruction': "[Video guide and questions](https://drive.google.com/open?id=1Qv4lgMMtP42sRlofUmGtElViD1AJ7yETvQ4pCh0rDjw)"
U2 Vigenere_markdown_instruction: "# Encrypt and decrypt a message with the Vigenère cipher\n\nThis is an interactive version of the Vigenère cipher that animates the encryption and decryption as it’s happening, given a piece of text to encrypt or decrypt and the key.\n\n# Do this\n### Encrypt a message\nClick Step several times, and trace what’s happening. Pay attention to:\n\n- How the ciphertext is being produced\n- What happens when you get to the last character of the key\n- After you’ve stepped through a few characters click Play to watch the rest animate\n- Hit Restart and play the animation again. You can use the speed slider to speed it up or slow it down \n\n\n\n### Decrypt a message\nEncrypt a message as above, then: \n\n- Highlight and copy the ciphertext\n- Paste it into the plaintext area. Note: Don’t change the key\n- Change the Encrypt/Decrypt toggle to Decrypt\n- Hit Step a few times, and then Play\n\nYou should see the original text emerge. \n\n\n\nHow hard would it be to crack a message encrypted with this cipher? Does the length of the key make a difference?\n"
U2 frequency caesar_markdown_instruction: |
@@ -23065,9 +23065,9 @@ en:
- 'What is the capital of Kentucky?'
- Play around! Ask more questions of Movie Bot and make a prediction about what logic it's using to reply.
U3 Digital_markdown_instruction: "Time to make your own specialized digital assistant! We'll be working with this a lot, so make it personalized and fun!\n\n### Instructions:\n\n* Choose a topic you want your digital assistant to specialize in. It should be something you are interested in and know a lot about. Examples: Country Music, Sushi, College Football, Comedy Movies\n\n* Create your digital assistant\n\n\t* Your digital assistant should read the user's input and display it back to them along with some default response.\n \n * Anyone should be able to easily distinguish between the text that the user typed and the response from the digital assistant.\n"
- 'U3 L1 - 3: Teaching and Student Support Plan_markdown_instruction': "
\n> **NOTE: before you start this task, make sure you’ve reviewed the lesson resources in this module, and have a good sense of how the lesson works. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Lessons 1 - 3: Teaching and Student Support Plan\n\n## Task Description\n\nNow that you have a better sense of this lessons in this sequence, let’s think about the types of supports students will need in order to be successful. Since the curriculum is based on inquiry learning, lessons feature activities that engage students in discovering core concepts themselves. It’s important to think through implementation plans and student support. In this task you will make a plan for teaching and student support **for one of the lessons in this sequence** that takes into account differentiation strategies and make-up work for absent students. Your teaching and student support plan should cover the following: \n\n\n- **Which lesson in the sequence are you discussing?** \n\n- **Details on how you will implement and differentiate the lesson:**\n\n - An outline of any changes you will need to make to the lesson to fit your local constraints or context (for example: pacing and time, dealing with classroom setup, etc). \n - An overview of the types of student needs you’ll likely need to support in your classroom (for example: students who are struggling to understand the underlying concept; students who are already familiar with the concept, but still have room to learn more; etc)\n - Your plan for addressing each of the needs outlined above (for example: integrating extension activities or other materials for students who already know something about the topic)\n - How will you address or emphasize the connection between lessons in this sequence? \n\n- **Plan for catching up absent students:**\n\n - How will absent students catch up on activities they missed? \n - How will you use the fact that the lessons in this sequence are related and build on one another to address make-up work? \n\nYou can type out your teaching and student support plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how the lesson will play out in your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n
"
- 'U3 L4 - 6: Teaching and Student Support Plan_markdown_instruction': "
\n> **NOTE: before you start this task, make sure you’ve reviewed the lesson resources in this module, and have a good sense of how the lesson works. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Lessons 4 - 6: Teaching and Student Support Plan\n\n## Task Description\n\nNow that you have a better sense of this lessons in this sequence, let’s think about the types of supports students will need in order to be successful. Since the curriculum is based on inquiry learning, lessons feature activities that engage students in discovering core concepts themselves. It’s important to think through implementation plans and student support. In this task you will make a plan for teaching and student support **for one of the lessons in this sequence** that takes into account differentiation strategies and make-up work for absent students. Your teaching and student support plan should cover the following: \n\n\n- **Which lesson in the sequence are you discussing?** \n\n- **Details on how you will implement and differentiate the lesson:**\n\n - An outline of any changes you will need to make to the lesson to fit your local constraints or context (for example: pacing and time, dealing with classroom setup, etc). \n - An overview of the types of student needs you’ll likely need to support in your classroom (for example: students who are struggling to understand the underlying concept; students who are already familiar with the concept, but still have room to learn more; etc)\n - Your plan for addressing each of the needs outlined above (for example: integrating extension activities or other materials for students who already know something about the topic)\n - How will you address or emphasize the connection between lessons in this sequence? \n\n- **Plan for catching up absent students:**\n\n - How will absent students catch up on activities they missed? \n - How will you use the fact that the lessons in this sequence are related and build on one another to address make-up work? \n\nYou can type out your teaching and student support plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how the lesson will play out in your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n
"
- 'U3 L7 - 9: Teaching and Student Support Plan_markdown_instruction': "
\n> **NOTE: before you start this task, make sure you’ve reviewed the lesson resources in this module, and have a good sense of how the lesson works. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Lessons 7 - 9: Teaching and Student Support Plan\n\n## Task Description\n\nNow that you have a better sense of this lessons in this sequence, let’s think about the types of supports students will need in order to be successful. Since the curriculum is based on inquiry learning, lessons feature activities that engage students in discovering core concepts themselves. It’s important to think through implementation plans and student support. In this task you will make a plan for teaching and student support **for one of the lessons in this sequence** that takes into account differentiation strategies and make-up work for absent students. Your teaching and student support plan should cover the following: \n\n\n- **Which lesson in the sequence are you discussing?** \n\n- **Details on how you will implement and differentiate the lesson:**\n\n - An outline of any changes you will need to make to the lesson to fit your local constraints or context (for example: pacing and time, dealing with classroom setup, etc). \n - An overview of the types of student needs you’ll likely need to support in your classroom (for example: students who are struggling to understand the underlying concept; students who are already familiar with the concept, but still have room to learn more; etc)\n - Your plan for addressing each of the needs outlined above (for example: integrating extension activities or other materials for students who already know something about the topic)\n - How will you address or emphasize the connection between lessons in this sequence? \n\n- **Plan for catching up absent students:**\n\n - How will absent students catch up on activities they missed? \n - How will you use the fact that the lessons in this sequence are related and build on one another to address make-up work? \n\nYou can type out your teaching and student support plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how the lesson will play out in your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n
"
+ 'U3 L1 - 3: Teaching and Student Support Plan_markdown_instruction': "
\n> **NOTE: before you start this task, make sure you’ve reviewed the lesson resources in this module, and have a good sense of how the lesson works. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Lessons 1 - 3: Teaching and Student Support Plan\n\n## Task Description\n\nNow that you have a better sense of this lessons in this sequence, let’s think about the types of supports students will need in order to be successful. Since the curriculum is based on inquiry learning, lessons feature activities that engage students in discovering core concepts themselves. It’s important to think through implementation plans and student support. In this task you will make a plan for teaching and student support **for one of the lessons in this sequence** that takes into account differentiation strategies and make-up work for absent students. Your teaching and student support plan should cover the following: \n\n\n- **Which lesson in the sequence are you discussing?** \n\n- **Details on how you will implement and differentiate the lesson:**\n\n - An outline of any changes you will need to make to the lesson to fit your local constraints or context (for example: pacing and time, dealing with classroom setup, etc). \n - An overview of the types of student needs you’ll likely need to support in your classroom (for example: students who are struggling to understand the underlying concept; students who are already familiar with the concept, but still have room to learn more; etc)\n - Your plan for addressing each of the needs outlined above (for example: integrating extension activities or other materials for students who already know something about the topic)\n - How will you address or emphasize the connection between lessons in this sequence? \n\n- **Plan for catching up absent students:**\n\n - How will absent students catch up on activities they missed? \n - How will you use the fact that the lessons in this sequence are related and build on one another to address make-up work? \n\nYou can type out your teaching and student support plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how the lesson will play out in your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n
"
+ 'U3 L4 - 6: Teaching and Student Support Plan_markdown_instruction': "
\n> **NOTE: before you start this task, make sure you’ve reviewed the lesson resources in this module, and have a good sense of how the lesson works. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Lessons 4 - 6: Teaching and Student Support Plan\n\n## Task Description\n\nNow that you have a better sense of this lessons in this sequence, let’s think about the types of supports students will need in order to be successful. Since the curriculum is based on inquiry learning, lessons feature activities that engage students in discovering core concepts themselves. It’s important to think through implementation plans and student support. In this task you will make a plan for teaching and student support **for one of the lessons in this sequence** that takes into account differentiation strategies and make-up work for absent students. Your teaching and student support plan should cover the following: \n\n\n- **Which lesson in the sequence are you discussing?** \n\n- **Details on how you will implement and differentiate the lesson:**\n\n - An outline of any changes you will need to make to the lesson to fit your local constraints or context (for example: pacing and time, dealing with classroom setup, etc). \n - An overview of the types of student needs you’ll likely need to support in your classroom (for example: students who are struggling to understand the underlying concept; students who are already familiar with the concept, but still have room to learn more; etc)\n - Your plan for addressing each of the needs outlined above (for example: integrating extension activities or other materials for students who already know something about the topic)\n - How will you address or emphasize the connection between lessons in this sequence? \n\n- **Plan for catching up absent students:**\n\n - How will absent students catch up on activities they missed? \n - How will you use the fact that the lessons in this sequence are related and build on one another to address make-up work? \n\nYou can type out your teaching and student support plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how the lesson will play out in your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n
"
+ 'U3 L7 - 9: Teaching and Student Support Plan_markdown_instruction': "
\n> **NOTE: before you start this task, make sure you’ve reviewed the lesson resources in this module, and have a good sense of how the lesson works. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Lessons 7 - 9: Teaching and Student Support Plan\n\n## Task Description\n\nNow that you have a better sense of this lessons in this sequence, let’s think about the types of supports students will need in order to be successful. Since the curriculum is based on inquiry learning, lessons feature activities that engage students in discovering core concepts themselves. It’s important to think through implementation plans and student support. In this task you will make a plan for teaching and student support **for one of the lessons in this sequence** that takes into account differentiation strategies and make-up work for absent students. Your teaching and student support plan should cover the following: \n\n\n- **Which lesson in the sequence are you discussing?** \n\n- **Details on how you will implement and differentiate the lesson:**\n\n - An outline of any changes you will need to make to the lesson to fit your local constraints or context (for example: pacing and time, dealing with classroom setup, etc). \n - An overview of the types of student needs you’ll likely need to support in your classroom (for example: students who are struggling to understand the underlying concept; students who are already familiar with the concept, but still have room to learn more; etc)\n - Your plan for addressing each of the needs outlined above (for example: integrating extension activities or other materials for students who already know something about the topic)\n - How will you address or emphasize the connection between lessons in this sequence? \n\n- **Plan for catching up absent students:**\n\n - How will absent students catch up on activities they missed? \n - How will you use the fact that the lessons in this sequence are related and build on one another to address make-up work? \n\nYou can type out your teaching and student support plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how the lesson will play out in your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n
"
U3 Variables consolelog_markdown_instruction: |-
# Console.log
@@ -25913,9 +25913,9 @@ en:
* In the Data Viewer, **confirm those contacts were added to your database**.
* Restart your app. Confirm that **the newly added contacts are no longer stored locally in your app, but they still exist in the database**.
* In the Data Viewer confirm those **"lost" contacts are still stored in your database**.
- 'U4 L1 - 4: Teaching and Student Support Plan_markdown_instruction': "
\n> **NOTE: before you start this task, make sure you’ve reviewed the lesson resources in this module, and have a good sense of how the lesson works. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Lessons 1 - 4: Teaching and Student Support Plan\n\n## Task Description\n\nNow that you have a better sense of this lessons in this sequence, let’s think about the types of supports students will need in order to be successful. Since the curriculum is based on inquiry learning, lessons feature activities that engage students in discovering core concepts themselves. It’s important to think through implementation plans and student support. In this task you will make a plan for teaching and student support **for one of the lessons in this sequence** that takes into account differentiation strategies and make-up work for absent students. Your teaching and student support plan should cover the following: \n\n\n- **Which lesson in the sequence are you discussing?** \n\n- **Details on how you will implement and differentiate the lesson:**\n\n - An outline of any changes you will need to make to the lesson to fit your local constraints or context (for example: pacing and time, dealing with classroom setup, etc). \n - An overview of the types of student needs you’ll likely need to support in your classroom (for example: students who are struggling to understand the underlying concept; students who are already familiar with the concept, but still have room to learn more; etc)\n - Your plan for addressing each of the needs outlined above (for example: integrating extension activities or other materials for students who already know something about the topic)\n - How will you address or emphasize the connection between lessons in this sequence? \n\n- **Plan for catching up absent students:**\n\n - How will absent students catch up on activities they missed? \n - How will you use the fact that the lessons in this sequence are related and build on one another to address make-up work? \n\nYou can type out your teaching and student support plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how the lesson will play out in your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n
"
- 'U4 L5 - 7: Teaching and Student Support Plan_markdown_instruction': "
\n> **NOTE: before you start this task, make sure you’ve reviewed the lesson resources in this module, and have a good sense of how the lesson works. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Lessons 5 - 7: Teaching and Student Support Plan\n\n## Task Description\n\nNow that you have a better sense of this lessons in this sequence, let’s think about the types of supports students will need in order to be successful. Since the curriculum is based on inquiry learning, lessons feature activities that engage students in discovering core concepts themselves. It’s important to think through implementation plans and student support. In this task you will make a plan for teaching and student support **for one of the lessons in this sequence** that takes into account differentiation strategies and make-up work for absent students. Your teaching and student support plan should cover the following: \n\n\n- **Which lesson in the sequence are you discussing?** \n\n- **Details on how you will implement and differentiate the lesson:**\n\n - An outline of any changes you will need to make to the lesson to fit your local constraints or context (for example: pacing and time, dealing with classroom setup, etc). \n - An overview of the types of student needs you’ll likely need to support in your classroom (for example: students who are struggling to understand the underlying concept; students who are already familiar with the concept, but still have room to learn more; etc)\n - Your plan for addressing each of the needs outlined above (for example: integrating extension activities or other materials for students who already know something about the topic)\n - How will you address or emphasize the connection between lessons in this sequence? \n\n- **Plan for catching up absent students:**\n\n - How will absent students catch up on activities they missed? \n - How will you use the fact that the lessons in this sequence are related and build on one another to address make-up work? \n\nYou can type out your teaching and student support plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how the lesson will play out in your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n
"
- 'U4 L8 - 9: Teaching and Student Support Plan_markdown_instruction': "
\n> **NOTE: before you start this task, make sure you’ve reviewed the lesson resources in this module, and have a good sense of how the lesson works. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Lessons 8 - 9: Teaching and Student Support Plan\n\n## Task Description\n\nNow that you have a better sense of this lessons in this sequence, let’s think about the types of supports students will need in order to be successful. Since the curriculum is based on inquiry learning, lessons feature activities that engage students in discovering core concepts themselves. It’s important to think through implementation plans and student support. In this task you will make a plan for teaching and student support **for one of the lessons in this sequence** that takes into account differentiation strategies and make-up work for absent students. Your teaching and student support plan should cover the following: \n\n\n- **Which lesson in the sequence are you discussing?** \n\n- **Details on how you will implement and differentiate the lesson:**\n\n - An outline of any changes you will need to make to the lesson to fit your local constraints or context (for example: pacing and time, dealing with classroom setup, etc). \n - An overview of the types of student needs you’ll likely need to support in your classroom (for example: students who are struggling to understand the underlying concept; students who are already familiar with the concept, but still have room to learn more; etc)\n - Your plan for addressing each of the needs outlined above (for example: integrating extension activities or other materials for students who already know something about the topic)\n - How will you address or emphasize the connection between lessons in this sequence? \n\n- **Plan for catching up absent students:**\n\n - How will absent students catch up on activities they missed? \n - How will you use the fact that the lessons in this sequence are related and build on one another to address make-up work? \n\nYou can type out your teaching and student support plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how the lesson will play out in your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n
"
+ 'U4 L1 - 4: Teaching and Student Support Plan_markdown_instruction': "
\n> **NOTE: before you start this task, make sure you’ve reviewed the lesson resources in this module, and have a good sense of how the lesson works. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Lessons 1 - 4: Teaching and Student Support Plan\n\n## Task Description\n\nNow that you have a better sense of this lessons in this sequence, let’s think about the types of supports students will need in order to be successful. Since the curriculum is based on inquiry learning, lessons feature activities that engage students in discovering core concepts themselves. It’s important to think through implementation plans and student support. In this task you will make a plan for teaching and student support **for one of the lessons in this sequence** that takes into account differentiation strategies and make-up work for absent students. Your teaching and student support plan should cover the following: \n\n\n- **Which lesson in the sequence are you discussing?** \n\n- **Details on how you will implement and differentiate the lesson:**\n\n - An outline of any changes you will need to make to the lesson to fit your local constraints or context (for example: pacing and time, dealing with classroom setup, etc). \n - An overview of the types of student needs you’ll likely need to support in your classroom (for example: students who are struggling to understand the underlying concept; students who are already familiar with the concept, but still have room to learn more; etc)\n - Your plan for addressing each of the needs outlined above (for example: integrating extension activities or other materials for students who already know something about the topic)\n - How will you address or emphasize the connection between lessons in this sequence? \n\n- **Plan for catching up absent students:**\n\n - How will absent students catch up on activities they missed? \n - How will you use the fact that the lessons in this sequence are related and build on one another to address make-up work? \n\nYou can type out your teaching and student support plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how the lesson will play out in your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n
"
+ 'U4 L5 - 7: Teaching and Student Support Plan_markdown_instruction': "
\n> **NOTE: before you start this task, make sure you’ve reviewed the lesson resources in this module, and have a good sense of how the lesson works. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Lessons 5 - 7: Teaching and Student Support Plan\n\n## Task Description\n\nNow that you have a better sense of this lessons in this sequence, let’s think about the types of supports students will need in order to be successful. Since the curriculum is based on inquiry learning, lessons feature activities that engage students in discovering core concepts themselves. It’s important to think through implementation plans and student support. In this task you will make a plan for teaching and student support **for one of the lessons in this sequence** that takes into account differentiation strategies and make-up work for absent students. Your teaching and student support plan should cover the following: \n\n\n- **Which lesson in the sequence are you discussing?** \n\n- **Details on how you will implement and differentiate the lesson:**\n\n - An outline of any changes you will need to make to the lesson to fit your local constraints or context (for example: pacing and time, dealing with classroom setup, etc). \n - An overview of the types of student needs you’ll likely need to support in your classroom (for example: students who are struggling to understand the underlying concept; students who are already familiar with the concept, but still have room to learn more; etc)\n - Your plan for addressing each of the needs outlined above (for example: integrating extension activities or other materials for students who already know something about the topic)\n - How will you address or emphasize the connection between lessons in this sequence? \n\n- **Plan for catching up absent students:**\n\n - How will absent students catch up on activities they missed? \n - How will you use the fact that the lessons in this sequence are related and build on one another to address make-up work? \n\nYou can type out your teaching and student support plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how the lesson will play out in your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n
"
+ 'U4 L8 - 9: Teaching and Student Support Plan_markdown_instruction': "
\n> **NOTE: before you start this task, make sure you’ve reviewed the lesson resources in this module, and have a good sense of how the lesson works. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Lessons 8 - 9: Teaching and Student Support Plan\n\n## Task Description\n\nNow that you have a better sense of this lessons in this sequence, let’s think about the types of supports students will need in order to be successful. Since the curriculum is based on inquiry learning, lessons feature activities that engage students in discovering core concepts themselves. It’s important to think through implementation plans and student support. In this task you will make a plan for teaching and student support **for one of the lessons in this sequence** that takes into account differentiation strategies and make-up work for absent students. Your teaching and student support plan should cover the following: \n\n\n- **Which lesson in the sequence are you discussing?** \n\n- **Details on how you will implement and differentiate the lesson:**\n\n - An outline of any changes you will need to make to the lesson to fit your local constraints or context (for example: pacing and time, dealing with classroom setup, etc). \n - An overview of the types of student needs you’ll likely need to support in your classroom (for example: students who are struggling to understand the underlying concept; students who are already familiar with the concept, but still have room to learn more; etc)\n - Your plan for addressing each of the needs outlined above (for example: integrating extension activities or other materials for students who already know something about the topic)\n - How will you address or emphasize the connection between lessons in this sequence? \n\n- **Plan for catching up absent students:**\n\n - How will absent students catch up on activities they missed? \n - How will you use the fact that the lessons in this sequence are related and build on one another to address make-up work? \n\nYou can type out your teaching and student support plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how the lesson will play out in your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n
"
U4 Model App_markdown_instruction: "# This is the template for the U4 model app"
U4 Model App_2018_markdown_instruction: "# This is the template for the U4 model app"
U4 Model Design 1_markdown_instruction: |-
@@ -26663,11 +26663,11 @@ en:
U5 ColorSleuth scoring pt2 add scoring if statement console_markdown_instruction: "\nDO THIS:\n\n* add an if statement to updateScore\n* if currentPlayer == player1\n player1Score += amt\n* else\n player2score += amt\n \nNote: cleverness of `amt` var. Means we don't need to decide whether to add or subtract. \n\n"
U5 ColorSleuth scoring pt3 update UI for scoring_markdown_instruction: "## Next step - update the UI to show the score.\n\nThis is pretty easy at this point.\n\nThere are UI text labels for the player's scores called `score1_label` and `score2_label`.\n\nAdd `setText` statements at the end of the function (either replace the console.log statements, or just add after them). The label for player 1 would look like this:\n\n\t\tsetText(\"score1_label\", p1Score);\n\n**TEST IT OUT**\n\n* After adding the `setText` statements you should see the score being updated with each click (see animation).\n* You can actually play the game a little bit now!\n\nWhy set both text labels each time? [click to expand]
\n\nYou might be wondering why we set both text labels each time updateScoreBy is called, rather than putting it inside the if-statement to set the text of the appropriate label. After all, only one score is changing every time.
\nThe reason is basically: laziness. Even though only one score will change with each click, it really doesn't hurt to set both text labels just to be safe.\nIn the future, maybe you might change the app so that both player1 and player2's scores might change with a single click. Maybe, maybe not.\nBut we can be lazy and just set both score text labels every time and not have to worry about it.\nWhy set both text labels each time? [click to expand]
\n\nYou might be wondering why we set both text labels each time updateScoreBy is called, rather than putting it inside the if-statement to set the text of the appropriate label. After all, only one score is changing every time.
\nThe reason is basically: laziness. Even though only one score will change with each click, it really doesn't hurt to set both text labels just to be safe.\nIn the future, maybe you might change the app so that both player1 and player2's scores might change with a single click. Maybe, maybe not.\nBut we can be lazy and just set both score text labels every time and not have to worry about it.\n
\n> **NOTE: before you start this task, make sure you’ve reviewed the lesson resources in this module, and have a good sense of how the lessons work. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Lessons 1 - 3: Teaching and Student Support Plan\n\n## Task Description\n\nNow that you have a better sense of this lessons in this sequence, let’s think about the types of supports students will need in order to be successful. Since the curriculum is based on inquiry learning, lessons feature activities that engage students in discovering core concepts themselves. It’s important to think through implementation plans and student support. In this task you will make a plan for teaching and student support **for one of the lessons in this sequence** that takes into account differentiation strategies and make-up work for absent students. Your teaching and student support plan should cover the following: \n\n\n- **Which lesson in the sequence are you discussing?** \n\n- **Details on how you will implement and differentiate the lesson:**\n\n - An outline of any changes you will need to make to the lesson to fit your local constraints or context (for example: pacing and time, dealing with classroom setup, etc). \n - An overview of the types of student needs you’ll likely need to support in your classroom (for example: students who are struggling to understand the underlying concept; students who are already familiar with the concept, but still have room to learn more; etc)\n - Your plan for addressing each of the needs outlined above (for example: integrating extension activities or other materials for students who already know something about the topic)\n - How will you address or emphasize the connection between lessons in this sequence? \n\n- **Plan for catching up absent students:**\n\n - How will absent students catch up on activities they missed? \n - How will you use the fact that the lessons in this sequence are related and build on one another to address make-up work? \n\nYou can type out your teaching and student support plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how the lesson will play out in your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n
"
- 'U5 L11 - 14: Teaching and Student Support Plan_markdown_instruction': "
\n> **NOTE: before you start this task, make sure you’ve reviewed the lesson resources in this module, and have a good sense of how the lessons work. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Lessons 11 - 14: Teaching and Student Support Plan\n\n## Task Description\n\nNow that you have a better sense of this lessons in this sequence, let’s think about the types of supports students will need in order to be successful. Since the curriculum is based on inquiry learning, lessons feature activities that engage students in discovering core concepts themselves. It’s important to think through implementation plans and student support. In this task you will make a plan for teaching and student support **for one of the lessons in this sequence** that takes into account differentiation strategies and make-up work for absent students. Your teaching and student support plan should cover the following: \n\n\n- **Which lesson in the sequence are you discussing?** \n\n- **Details on how you will implement and differentiate the lesson:**\n\n - An outline of any changes you will need to make to the lesson to fit your local constraints or context (for example: pacing and time, dealing with classroom setup, etc). \n - An overview of the types of student needs you’ll likely need to support in your classroom (for example: students who are struggling to understand the underlying concept; students who are already familiar with the concept, but still have room to learn more; etc)\n - Your plan for addressing each of the needs outlined above (for example: integrating extension activities or other materials for students who already know something about the topic)\n - How will you address or emphasize the connection between lessons in this sequence? \n\n- **Plan for catching up absent students:**\n\n - How will absent students catch up on activities they missed? \n - How will you use the fact that the lessons in this sequence are related and build on one another to address make-up work? \n\nYou can type out your teaching and student support plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how the lesson will play out in your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n
"
- 'U5 L15 - 17: Teaching and Student Support Plan_markdown_instruction': "
\n> **NOTE: before you start this task, make sure you’ve reviewed the lesson resources in this module, and have a good sense of how the lessons work. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Lessons 15 - 17: Teaching and Student Support Plan\n\n## Task Description\n\nNow that you have a better sense of this lessons in this sequence, let’s think about the types of supports students will need in order to be successful. Since the curriculum is based on inquiry learning, lessons feature activities that engage students in discovering core concepts themselves. It’s important to think through implementation plans and student support. In this task you will make a plan for teaching and student support **for one of the lessons in this sequence** that takes into account differentiation strategies and make-up work for absent students. Your teaching and student support plan should cover the following: \n\n\n- **Which lesson in the sequence are you discussing?** \n\n- **Details on how you will implement and differentiate the lesson:**\n\n - An outline of any changes you will need to make to the lesson to fit your local constraints or context (for example: pacing and time, dealing with classroom setup, etc). \n - An overview of the types of student needs you’ll likely need to support in your classroom (for example: students who are struggling to understand the underlying concept; students who are already familiar with the concept, but still have room to learn more; etc)\n - Your plan for addressing each of the needs outlined above (for example: integrating extension activities or other materials for students who already know something about the topic)\n - How will you address or emphasize the connection between lessons in this sequence? \n\n- **Plan for catching up absent students:**\n\n - How will absent students catch up on activities they missed? \n - How will you use the fact that the lessons in this sequence are related and build on one another to address make-up work? \n\nYou can type out your teaching and student support plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how the lesson will play out in your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n
"
- 'U5 L4 - 6: Teaching and Student Support Plan_markdown_instruction': "
\n> **NOTE: before you start this task, make sure you’ve reviewed the lesson resources in this module, and have a good sense of how the lessons work. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Lessons 4 - 6: Teaching and Student Support Plan\n\n## Task Description\n\nNow that you have a better sense of this lessons in this sequence, let’s think about the types of supports students will need in order to be successful. Since the curriculum is based on inquiry learning, lessons feature activities that engage students in discovering core concepts themselves. It’s important to think through implementation plans and student support. In this task you will make a plan for teaching and student support **for one of the lessons in this sequence** that takes into account differentiation strategies and make-up work for absent students. Your teaching and student support plan should cover the following: \n\n\n- **Which lesson in the sequence are you discussing?** \n\n- **Details on how you will implement and differentiate the lesson:**\n\n - An outline of any changes you will need to make to the lesson to fit your local constraints or context (for example: pacing and time, dealing with classroom setup, etc). \n - An overview of the types of student needs you’ll likely need to support in your classroom (for example: students who are struggling to understand the underlying concept; students who are already familiar with the concept, but still have room to learn more; etc)\n - Your plan for addressing each of the needs outlined above (for example: integrating extension activities or other materials for students who already know something about the topic)\n - How will you address or emphasize the connection between lessons in this sequence? \n\n- **Plan for catching up absent students:**\n\n - How will absent students catch up on activities they missed? \n - How will you use the fact that the lessons in this sequence are related and build on one another to address make-up work? \n\nYou can type out your teaching and student support plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how the lesson will play out in your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n
"
- 'U5 L7 - 10: Teaching and Student Support Plan_markdown_instruction': "
\n> **NOTE: before you start this task, make sure you’ve reviewed the lesson resources in this module, and have a good sense of how the lessons work. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Lessons 7 - 10: Teaching and Student Support Plan\n\n## Task Description\n\nNow that you have a better sense of this lessons in this sequence, let’s think about the types of supports students will need in order to be successful. Since the curriculum is based on inquiry learning, lessons feature activities that engage students in discovering core concepts themselves. It’s important to think through implementation plans and student support. In this task you will make a plan for teaching and student support **for one of the lessons in this sequence** that takes into account differentiation strategies and make-up work for absent students. Your teaching and student support plan should cover the following: \n\n\n- **Which lesson in the sequence are you discussing?** \n\n- **Details on how you will implement and differentiate the lesson:**\n\n - An outline of any changes you will need to make to the lesson to fit your local constraints or context (for example: pacing and time, dealing with classroom setup, etc). \n - An overview of the types of student needs you’ll likely need to support in your classroom (for example: students who are struggling to understand the underlying concept; students who are already familiar with the concept, but still have room to learn more; etc)\n - Your plan for addressing each of the needs outlined above (for example: integrating extension activities or other materials for students who already know something about the topic)\n - How will you address or emphasize the connection between lessons in this sequence? \n\n- **Plan for catching up absent students:**\n\n - How will absent students catch up on activities they missed? \n - How will you use the fact that the lessons in this sequence are related and build on one another to address make-up work? \n\nYou can type out your teaching and student support plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how the lesson will play out in your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n
"
+ 'U5 L1 - 3: Teaching and Student Support Plan_markdown_instruction': "
\n> **NOTE: before you start this task, make sure you’ve reviewed the lesson resources in this module, and have a good sense of how the lessons work. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Lessons 1 - 3: Teaching and Student Support Plan\n\n## Task Description\n\nNow that you have a better sense of this lessons in this sequence, let’s think about the types of supports students will need in order to be successful. Since the curriculum is based on inquiry learning, lessons feature activities that engage students in discovering core concepts themselves. It’s important to think through implementation plans and student support. In this task you will make a plan for teaching and student support **for one of the lessons in this sequence** that takes into account differentiation strategies and make-up work for absent students. Your teaching and student support plan should cover the following: \n\n\n- **Which lesson in the sequence are you discussing?** \n\n- **Details on how you will implement and differentiate the lesson:**\n\n - An outline of any changes you will need to make to the lesson to fit your local constraints or context (for example: pacing and time, dealing with classroom setup, etc). \n - An overview of the types of student needs you’ll likely need to support in your classroom (for example: students who are struggling to understand the underlying concept; students who are already familiar with the concept, but still have room to learn more; etc)\n - Your plan for addressing each of the needs outlined above (for example: integrating extension activities or other materials for students who already know something about the topic)\n - How will you address or emphasize the connection between lessons in this sequence? \n\n- **Plan for catching up absent students:**\n\n - How will absent students catch up on activities they missed? \n - How will you use the fact that the lessons in this sequence are related and build on one another to address make-up work? \n\nYou can type out your teaching and student support plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how the lesson will play out in your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n
"
+ 'U5 L11 - 14: Teaching and Student Support Plan_markdown_instruction': "
\n> **NOTE: before you start this task, make sure you’ve reviewed the lesson resources in this module, and have a good sense of how the lessons work. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Lessons 11 - 14: Teaching and Student Support Plan\n\n## Task Description\n\nNow that you have a better sense of this lessons in this sequence, let’s think about the types of supports students will need in order to be successful. Since the curriculum is based on inquiry learning, lessons feature activities that engage students in discovering core concepts themselves. It’s important to think through implementation plans and student support. In this task you will make a plan for teaching and student support **for one of the lessons in this sequence** that takes into account differentiation strategies and make-up work for absent students. Your teaching and student support plan should cover the following: \n\n\n- **Which lesson in the sequence are you discussing?** \n\n- **Details on how you will implement and differentiate the lesson:**\n\n - An outline of any changes you will need to make to the lesson to fit your local constraints or context (for example: pacing and time, dealing with classroom setup, etc). \n - An overview of the types of student needs you’ll likely need to support in your classroom (for example: students who are struggling to understand the underlying concept; students who are already familiar with the concept, but still have room to learn more; etc)\n - Your plan for addressing each of the needs outlined above (for example: integrating extension activities or other materials for students who already know something about the topic)\n - How will you address or emphasize the connection between lessons in this sequence? \n\n- **Plan for catching up absent students:**\n\n - How will absent students catch up on activities they missed? \n - How will you use the fact that the lessons in this sequence are related and build on one another to address make-up work? \n\nYou can type out your teaching and student support plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how the lesson will play out in your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n
"
+ 'U5 L15 - 17: Teaching and Student Support Plan_markdown_instruction': "
\n> **NOTE: before you start this task, make sure you’ve reviewed the lesson resources in this module, and have a good sense of how the lessons work. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Lessons 15 - 17: Teaching and Student Support Plan\n\n## Task Description\n\nNow that you have a better sense of this lessons in this sequence, let’s think about the types of supports students will need in order to be successful. Since the curriculum is based on inquiry learning, lessons feature activities that engage students in discovering core concepts themselves. It’s important to think through implementation plans and student support. In this task you will make a plan for teaching and student support **for one of the lessons in this sequence** that takes into account differentiation strategies and make-up work for absent students. Your teaching and student support plan should cover the following: \n\n\n- **Which lesson in the sequence are you discussing?** \n\n- **Details on how you will implement and differentiate the lesson:**\n\n - An outline of any changes you will need to make to the lesson to fit your local constraints or context (for example: pacing and time, dealing with classroom setup, etc). \n - An overview of the types of student needs you’ll likely need to support in your classroom (for example: students who are struggling to understand the underlying concept; students who are already familiar with the concept, but still have room to learn more; etc)\n - Your plan for addressing each of the needs outlined above (for example: integrating extension activities or other materials for students who already know something about the topic)\n - How will you address or emphasize the connection between lessons in this sequence? \n\n- **Plan for catching up absent students:**\n\n - How will absent students catch up on activities they missed? \n - How will you use the fact that the lessons in this sequence are related and build on one another to address make-up work? \n\nYou can type out your teaching and student support plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how the lesson will play out in your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n
"
+ 'U5 L4 - 6: Teaching and Student Support Plan_markdown_instruction': "
\n> **NOTE: before you start this task, make sure you’ve reviewed the lesson resources in this module, and have a good sense of how the lessons work. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Lessons 4 - 6: Teaching and Student Support Plan\n\n## Task Description\n\nNow that you have a better sense of this lessons in this sequence, let’s think about the types of supports students will need in order to be successful. Since the curriculum is based on inquiry learning, lessons feature activities that engage students in discovering core concepts themselves. It’s important to think through implementation plans and student support. In this task you will make a plan for teaching and student support **for one of the lessons in this sequence** that takes into account differentiation strategies and make-up work for absent students. Your teaching and student support plan should cover the following: \n\n\n- **Which lesson in the sequence are you discussing?** \n\n- **Details on how you will implement and differentiate the lesson:**\n\n - An outline of any changes you will need to make to the lesson to fit your local constraints or context (for example: pacing and time, dealing with classroom setup, etc). \n - An overview of the types of student needs you’ll likely need to support in your classroom (for example: students who are struggling to understand the underlying concept; students who are already familiar with the concept, but still have room to learn more; etc)\n - Your plan for addressing each of the needs outlined above (for example: integrating extension activities or other materials for students who already know something about the topic)\n - How will you address or emphasize the connection between lessons in this sequence? \n\n- **Plan for catching up absent students:**\n\n - How will absent students catch up on activities they missed? \n - How will you use the fact that the lessons in this sequence are related and build on one another to address make-up work? \n\nYou can type out your teaching and student support plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how the lesson will play out in your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n
"
+ 'U5 L7 - 10: Teaching and Student Support Plan_markdown_instruction': "
\n> **NOTE: before you start this task, make sure you’ve reviewed the lesson resources in this module, and have a good sense of how the lessons work. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Lessons 7 - 10: Teaching and Student Support Plan\n\n## Task Description\n\nNow that you have a better sense of this lessons in this sequence, let’s think about the types of supports students will need in order to be successful. Since the curriculum is based on inquiry learning, lessons feature activities that engage students in discovering core concepts themselves. It’s important to think through implementation plans and student support. In this task you will make a plan for teaching and student support **for one of the lessons in this sequence** that takes into account differentiation strategies and make-up work for absent students. Your teaching and student support plan should cover the following: \n\n\n- **Which lesson in the sequence are you discussing?** \n\n- **Details on how you will implement and differentiate the lesson:**\n\n - An outline of any changes you will need to make to the lesson to fit your local constraints or context (for example: pacing and time, dealing with classroom setup, etc). \n - An overview of the types of student needs you’ll likely need to support in your classroom (for example: students who are struggling to understand the underlying concept; students who are already familiar with the concept, but still have room to learn more; etc)\n - Your plan for addressing each of the needs outlined above (for example: integrating extension activities or other materials for students who already know something about the topic)\n - How will you address or emphasize the connection between lessons in this sequence? \n\n- **Plan for catching up absent students:**\n\n - How will absent students catch up on activities they missed? \n - How will you use the fact that the lessons in this sequence are related and build on one another to address make-up work? \n\nYou can type out your teaching and student support plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how the lesson will play out in your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n
"
U5 Video compound booleans_markdown_instruction: "### Points to pay attention to:\n\n* The \"Boolean operators\" are AND and OR. \n* In JavaScript you write them as `&&` for AND and `||` for OR.\n* You use them to combine boolean expressions into a single statement when you need to check multiple conditions before executing a particular segment of code.\n\n"
U5 Video if-else-if_markdown_instruction: "### Points to pay attention to:\n\n* **START at 2:20** \n This is the second half of the video you watched earlier. \n\n* An If-else-if statement let's you check more than one condition at a time.\n* The **order of conditions matters**. Since conditions are checked sequentially from top to bottom, the code that gets executed will be the *first* statement to evaluate to true.\n\n"
U5 compound boolean museum example_markdown_instruction: |-
@@ -26938,20 +26938,20 @@ en:
You can make make over sixteen million different colors with RGB color mixing.
- 'Unit 2 Teaching Practice Plan: Assessing Student Learning_markdown_instruction': "> **NOTE: before you start this task, make sure you’ve reviewed the resources in this module, and have a good sense of the connections to unit 2. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Unit 2 Teaching Practice Plan: Assessing Student Learning\n\nFor this task, you’re going to develop and submit a Teaching Practice Plan, which details your plan for assessing student learning throughout unit 2. Your plan should address the following: \n\n- Using what’s in the curriculum\n \n - How do you plan to use the assessment opportunities that have been provided in the curriculum? Your response should include how you plan to use formative lessons questions (blue bubbles in code studio), project rubrics, AP-style questions (following lesson 6 and lesson 17), practice performance tasks (lessons 6 and 15)\n\n\n- Making your own assessments\n\n - What types of assessments might you need to create or use on top of those provided in the curriculum? \n - What is your strategy for developing assessment opportunities that are consistent with the philosophy of the curriculum and activities? \n\nYou can type out your teaching practice plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how this practice will fit into your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n"
- 'Unit 2 Teaching Practice Plan: Balancing Teacher and Tools_markdown_instruction': "> **NOTE: before you start this task, make sure you’ve reviewed the resources in this module, and have a good sense of the connections to unit 2. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n\n# Unit 2 Teaching Practice Plan: Balancing Teacher and Tools\n\n\n\nFor this task, you’re going to develop and submit a Teaching Practice Plan, which details your general plan for managing technology throughout unit 2, as well as a specific plan for one of the technology-dependent lessons highlighted in unit overview on the right. Note that the lessons with a `red solid rectangle` all require the use of computers, but for the purpose of students looking at existing information. In lessons with the `dashed purple rectangle` students are creating computational artifacts with spreadsheet tools. Lessons indicated with the `solid dark blue oval` use a widget in Code Studio. \n\nYour plan should be broken into two parts, and address the following things: \n\n- General strategies that you’ll apply throughout unit 2\n - Throughout unit 2, what classroom and technology management techniques will you use to help students stay focused on the lesson tasks? \n\n\n- Strategies specific to a selected lesson\n - Which of the highlighted lessons on the right are you discussing? \n - What is your plan for managing transitions between your instruction and students being in the tool? *Note: your response should include specifics about the lesson*\n - How do you plan to introduce the lesson challenge and the tool that students will use to complete the challenge? *Note: your response should include specifics about the lesson*\n\n\nYou can type out your teaching practice plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how this practice will fit into your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n \n\n"
+ 'Unit 2 Teaching Practice Plan: Assessing Student Learning_markdown_instruction': "> **NOTE: before you start this task, make sure you’ve reviewed the resources in this module, and have a good sense of the connections to unit 2. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Unit 2 Teaching Practice Plan: Assessing Student Learning\n\nFor this task, you’re going to develop and submit a Teaching Practice Plan, which details your plan for assessing student learning throughout unit 2. Your plan should address the following: \n\n- Using what’s in the curriculum\n \n - How do you plan to use the assessment opportunities that have been provided in the curriculum? Your response should include how you plan to use formative lessons questions (blue bubbles in code studio), project rubrics, AP-style questions (following lesson 6 and lesson 17), practice performance tasks (lessons 6 and 15)\n\n\n- Making your own assessments\n\n - What types of assessments might you need to create or use on top of those provided in the curriculum? \n - What is your strategy for developing assessment opportunities that are consistent with the philosophy of the curriculum and activities? \n\nYou can type out your teaching practice plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how this practice will fit into your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n"
+ 'Unit 2 Teaching Practice Plan: Balancing Teacher and Tools_markdown_instruction': "> **NOTE: before you start this task, make sure you’ve reviewed the resources in this module, and have a good sense of the connections to unit 2. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n\n# Unit 2 Teaching Practice Plan: Balancing Teacher and Tools\n\n\n\nFor this task, you’re going to develop and submit a Teaching Practice Plan, which details your general plan for managing technology throughout unit 2, as well as a specific plan for one of the technology-dependent lessons highlighted in unit overview on the right. Note that the lessons with a `red solid rectangle` all require the use of computers, but for the purpose of students looking at existing information. In lessons with the `dashed purple rectangle` students are creating computational artifacts with spreadsheet tools. Lessons indicated with the `solid dark blue oval` use a widget in Code Studio. \n\nYour plan should be broken into two parts, and address the following things: \n\n- General strategies that you’ll apply throughout unit 2\n - Throughout unit 2, what classroom and technology management techniques will you use to help students stay focused on the lesson tasks? \n\n\n- Strategies specific to a selected lesson\n - Which of the highlighted lessons on the right are you discussing? \n - What is your plan for managing transitions between your instruction and students being in the tool? *Note: your response should include specifics about the lesson*\n - How do you plan to introduce the lesson challenge and the tool that students will use to complete the challenge? *Note: your response should include specifics about the lesson*\n\n\nYou can type out your teaching practice plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how this practice will fit into your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n \n\n"
'Unit 2 Teaching Practice Plan: Discovery Learning_markdown_instruction': "
\n> **NOTE: before you start this task, make sure you’ve reviewed the resources in this module, and have a good sense of the connections to unit 2. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Unit 2 Teaching Practice Plan: Discovery Learning\n\nFor this task, you’re going to develop and submit a Teaching Practice Plan, which details your plan for building and supporting a culture of discovery learning in your classroom throughout unit 2. Your plan should address the following: \n\n- For lessons that call for students to discover a key computer science concept, how do you plan to balance your time frontloading content instruction with students’ time completing the activity and constructing their own knowledge? \n- What is your strategy for supporting students who struggle with this model of teaching and learning, and look to you to ‘just give them the answer’?\n- How do you plan to make sure students leave a lesson having discovered the underlying concept(s)? \n\nYou can type out your teaching practice plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how this practice will fit into your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n\n\n"
'Unit 2 Teaching Practice Plan: Group Work and Peer Learning_markdown_instruction': "
\n\n> **NOTE: before you start this task, make sure you’ve reviewed the resources in this module, and have a good sense of the connections to unit 2. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n\n# Unit 2 Teaching Practice Plan: Group Work and Peer Learning\n\nFor this task, you’re going to develop and submit a Teaching Practice Plan, which details your plan for supporting group work throughout unit 2. Your plan should address the following things: \n\n- What is your plan for supporting students who are struggling to engage in group work, either because they prefer to work alone, or because they are having issues collaborating with their partner(s)?\n- How do you plan to help make sure all members of the team have a voice in their groups’ discussions?\n- How can you help students understand and appreciate the importance of learning through and from one another? \n\nYou can type out your teaching practice plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how this practice will fit into your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n\n\n\n"
- 'Unit 3 Teaching Practice Plan: Assessing Student Learning_markdown_instruction': "> **NOTE: before you start this task, make sure you’ve reviewed the resources in this module, and have a good sense of the connections to unit 3. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Unit 3 Teaching Practice Plan: Assessing Student Learning\n\nFor this task, you’re going to develop and submit a Teaching Practice Plan, which details your plan for assessing student learning throughout unit 3. Your plan should address the following: \n\n- Using what’s in the curriculum\n \n - How do you plan to use the assessment opportunities that have been provided in the curriculum? Your response should include how you plan to use formative lessons questions (blue bubbles in code studio), project rubrics, AP-style questions, practice performance tasks (lesson 10).\n\n\n- Making your own assessments\n\n - What types of assessments might you need to create or use on top of those provided in the curriculum? \n - What is your strategy for developing assessment opportunities that are consistent with the philosophy of the curriculum and activities? \n\nYou can type out your teaching practice plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how this practice will fit into your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n"
- 'Unit 3 Teaching Practice Plan: Balancing Teacher and Tools_markdown_instruction': "> **NOTE: before you start this task, make sure you’ve reviewed the resources in this module, and have a good sense of the connections to unit 3. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n\n# Unit 3 Teaching Practice Plan: Balancing Teacher and Tools\n\n\nFor this task, you’re going to develop and submit a Teaching Practice Plan, which details your general plan for managing technology throughout unit 3, as well as a specific plan for one of the technology-dependent lessons (which are lessons 4 - 10). \n\nYour plan should be broken into two parts, and address the following things: \n\n- General strategies that you’ll apply throughout unit 3\n - Throughout unit 3, what classroom and technology management techniques will you use to help students stay focused on the lesson tasks? \n\n\n- Strategies specific to a selected lesson\n - Which of the plugged-in lessons are you discussing? \n - What is your plan for managing transitions between your instruction and students being in the tool? *Note: your response should include specifics about the lesson*\n - How do you plan to introduce the lesson challenge and the tool that students will use to complete the challenge? *Note: your response should include specifics about the lesson*\n\n\nYou can type out your teaching practice plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how this practice will fit into your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n \n\n"
+ 'Unit 3 Teaching Practice Plan: Assessing Student Learning_markdown_instruction': "> **NOTE: before you start this task, make sure you’ve reviewed the resources in this module, and have a good sense of the connections to unit 3. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Unit 3 Teaching Practice Plan: Assessing Student Learning\n\nFor this task, you’re going to develop and submit a Teaching Practice Plan, which details your plan for assessing student learning throughout unit 3. Your plan should address the following: \n\n- Using what’s in the curriculum\n \n - How do you plan to use the assessment opportunities that have been provided in the curriculum? Your response should include how you plan to use formative lessons questions (blue bubbles in code studio), project rubrics, AP-style questions, practice performance tasks (lesson 10).\n\n\n- Making your own assessments\n\n - What types of assessments might you need to create or use on top of those provided in the curriculum? \n - What is your strategy for developing assessment opportunities that are consistent with the philosophy of the curriculum and activities? \n\nYou can type out your teaching practice plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how this practice will fit into your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n"
+ 'Unit 3 Teaching Practice Plan: Balancing Teacher and Tools_markdown_instruction': "> **NOTE: before you start this task, make sure you’ve reviewed the resources in this module, and have a good sense of the connections to unit 3. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n\n# Unit 3 Teaching Practice Plan: Balancing Teacher and Tools\n\n\nFor this task, you’re going to develop and submit a Teaching Practice Plan, which details your general plan for managing technology throughout unit 3, as well as a specific plan for one of the technology-dependent lessons (which are lessons 4 - 10). \n\nYour plan should be broken into two parts, and address the following things: \n\n- General strategies that you’ll apply throughout unit 3\n - Throughout unit 3, what classroom and technology management techniques will you use to help students stay focused on the lesson tasks? \n\n\n- Strategies specific to a selected lesson\n - Which of the plugged-in lessons are you discussing? \n - What is your plan for managing transitions between your instruction and students being in the tool? *Note: your response should include specifics about the lesson*\n - How do you plan to introduce the lesson challenge and the tool that students will use to complete the challenge? *Note: your response should include specifics about the lesson*\n\n\nYou can type out your teaching practice plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how this practice will fit into your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n \n\n"
'Unit 3 Teaching Practice Plan: Discovery Learning_markdown_instruction': "
\n> **NOTE: before you start this task, make sure you’ve reviewed the resources in this module, and have a good sense of the connections to unit 3. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Unit 3 Teaching Practice Plan: Discovery Learning\n\nFor this task, you’re going to develop and submit a Teaching Practice Plan, which details your plan for building and supporting a culture of discovery learning in your classroom throughout unit 3. Your plan should address the following: \n\n- For lessons that call for students to discover a key computer science concept, how do you plan to balance your time frontloading content instruction with students’ time completing the activity and constructing their own knowledge? \n- What is your strategy for supporting students who struggle with this model of teaching and learning, and look to you to ‘just give them the answer’?\n- How do you plan to make sure students leave a lesson having discovered the underlying concept(s)? \n\nYou can type out your teaching practice plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how this practice will fit into your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n\n\n"
'Unit 3 Teaching Practice Plan: Group Work and Peer Learning_markdown_instruction': "
\n\n> **NOTE: before you start this task, make sure you’ve reviewed the resources in this module, and have a good sense of the connections to unit 3. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n\n# Unit 3 Teaching Practice Plan: Group Work and Peer Learning\n\nFor this task, you’re going to develop and submit a Teaching Practice Plan, which details your plan for supporting group work throughout unit 3. Your plan should address the following things: \n\n- What is your plan for supporting students who are struggling to engage in group work, either because they prefer to work alone, or because they are having issues collaborating with their partner(s)?\n- How do you plan to help make sure all members of the team have a voice in their groups’ discussions?\n- How can you help students understand and appreciate the importance of learning through and from one another? \n\nYou can type out your teaching practice plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how this practice will fit into your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n\n\n\n"
- 'Unit 4 Teaching Practice Plan: Assessing Student Learning_markdown_instruction': "> **NOTE: before you start this task, make sure you’ve reviewed the resources in this module, and have a good sense of the connections to unit 4. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Unit 4 Teaching Practice Plan: Assessing Student Learning\n\nFor this task, you’re going to develop and submit a Teaching Practice Plan, which details your plan for assessing student learning throughout unit 4. Your plan should address the following: \n\n- **Using what’s in the curriculum** How do you plan to use the assessment opportunities that have been provided in the curriculum? Your response should include how you plan to use:\n - formative lessons questions (blue bubbles in code studio), \n - project rubrics, \n - AP-style questions (following lesson 9), \n - practice performance tasks (lesson 9).\n\n- **Making your own assessments**\n - What types of assessments might you need to create or use on top of those provided in the curriculum? \n - What is your strategy for developing assessment opportunities that are consistent with the philosophy of the curriculum and activities? \n\nYou can type out your teaching practice plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how this practice will fit into your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n"
- 'Unit 4 Teaching Practice Plan: Balancing Teacher and Tools_markdown_instruction': "> **NOTE: before you start this task, make sure you’ve reviewed the resources in this module, and have a good sense of the connections to unit 4. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n\n# Unit 4 Teaching Practice Plan: Balancing Teacher and Tools\n\n\n\nFor this task, you’re going to develop and submit a Teaching Practice Plan, which details your general plan for managing technology throughout unit 4, as well as a specific plan for one of the technology-dependent lessons highlighted in unit overview on the right. Note that lessons with a solid red boarder leverage primarily external tools, while lessons with the dashed line use custom-made widgets and tools that are housed within Code Studio. \n\n\nYour plan should be broken into two parts, and address the following things: \n\n- General strategies that you’ll apply throughout unit 4\n - Throughout unit 4, what classroom and technology management techniques will you use to help students stay focused on the lesson tasks? \n\n- Strategies specific to a selected lesson\n - Which of the highlighted lessons on the right are you discussing? \n - What is your plan for managing transitions between your instruction and students being in the tool? *Note: your response should include specifics about the lesson*\n - How do you plan to introduce the lesson challenge and the tool that students will use to complete the challenge? *Note: your response should include specifics about the lesson*\n\n\nYou can type out your teaching practice plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how this practice will fit into your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n \n\n"
+ 'Unit 4 Teaching Practice Plan: Assessing Student Learning_markdown_instruction': "> **NOTE: before you start this task, make sure you’ve reviewed the resources in this module, and have a good sense of the connections to unit 4. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Unit 4 Teaching Practice Plan: Assessing Student Learning\n\nFor this task, you’re going to develop and submit a Teaching Practice Plan, which details your plan for assessing student learning throughout unit 4. Your plan should address the following: \n\n- **Using what’s in the curriculum** How do you plan to use the assessment opportunities that have been provided in the curriculum? Your response should include how you plan to use:\n - formative lessons questions (blue bubbles in code studio), \n - project rubrics, \n - AP-style questions (following lesson 9), \n - practice performance tasks (lesson 9).\n\n- **Making your own assessments**\n - What types of assessments might you need to create or use on top of those provided in the curriculum? \n - What is your strategy for developing assessment opportunities that are consistent with the philosophy of the curriculum and activities? \n\nYou can type out your teaching practice plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how this practice will fit into your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n"
+ 'Unit 4 Teaching Practice Plan: Balancing Teacher and Tools_markdown_instruction': "> **NOTE: before you start this task, make sure you’ve reviewed the resources in this module, and have a good sense of the connections to unit 4. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n\n# Unit 4 Teaching Practice Plan: Balancing Teacher and Tools\n\n\n\nFor this task, you’re going to develop and submit a Teaching Practice Plan, which details your general plan for managing technology throughout unit 4, as well as a specific plan for one of the technology-dependent lessons highlighted in unit overview on the right. Note that lessons with a solid red boarder leverage primarily external tools, while lessons with the dashed line use custom-made widgets and tools that are housed within Code Studio. \n\n\nYour plan should be broken into two parts, and address the following things: \n\n- General strategies that you’ll apply throughout unit 4\n - Throughout unit 4, what classroom and technology management techniques will you use to help students stay focused on the lesson tasks? \n\n- Strategies specific to a selected lesson\n - Which of the highlighted lessons on the right are you discussing? \n - What is your plan for managing transitions between your instruction and students being in the tool? *Note: your response should include specifics about the lesson*\n - How do you plan to introduce the lesson challenge and the tool that students will use to complete the challenge? *Note: your response should include specifics about the lesson*\n\n\nYou can type out your teaching practice plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how this practice will fit into your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n \n\n"
'Unit 4 Teaching Practice Plan: Discovery Learning_markdown_instruction': "
\n> **NOTE: before you start this task, make sure you’ve reviewed the resources in this module, and have a good sense of the connections to unit 4. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Unit 4 Teaching Practice Plan: Discovery Learning\n\nFor this task, you’re going to develop and submit a Teaching Practice Plan, which details your plan for building and supporting a culture of discovery learning in your classroom throughout unit 4. **While students will do a lot of hands on discovery work throughout unit 4, lessons 5 - 7 are particularly dependent on discovery as the mechanism that students use to explore concepts.** Your plan should address the following: \n\n- For lessons that call for students to discover a key computer science concept, how do you plan to balance your time frontloading content instruction with students’ time completing the activity and constructing their own knowledge? \n- What is your strategy for supporting students who struggle with this model of teaching and learning, and look to you to ‘just give them the answer’?\n- How do you plan to make sure students leave a lesson having discovered the underlying concept(s)? \n\nYou can type out your teaching practice plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how this practice will fit into your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n\n\n"
'Unit 4 Teaching Practice Plan: Group Work and Peer Learning_markdown_instruction': "
\n\n> **NOTE: before you start this task, make sure you’ve reviewed the resources in this module, and have a good sense of the connections to unit 4. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n\n# Unit 4 Teaching Practice Plan: Group Work and Peer Learning\n\nFor this task, you’re going to develop and submit a Teaching Practice Plan, which details your plan for supporting group work throughout unit 4. Your plan should address the following things: \n\n- What is your plan for supporting students who are struggling to engage in group work, either because they prefer to work alone, or because they are having issues collaborating with their partner(s)?\n- How do you plan to help make sure all members of the team have a voice in their groups’ discussions?\n- How can you help students understand and appreciate the importance of learning through and from one another? \n\nYou can type out your teaching practice plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how this practice will fit into your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n\n\n\n"
- 'Unit 5 Teaching Practice Plan: Assessing Student Learning_markdown_instruction': "> **NOTE: before you start this task, make sure you’ve reviewed the resources in this module, and have a good sense of the connections to unit 5. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Unit 5 Teaching Practice Plan: Assessing Student Learning\n\nFor this task you’re going to develop and submit a Teaching Practice Plan, which details your plan for assessing student learning throughout unit 5. Your plan should address the following: \n\n- **Using what’s in the curriculum** How do you plan to use the assessment opportunities that have been provided in the curriculum? Your response should include how you plan to use:\n - code students write while learning about a concept (not the final projects that they build towards)\n - submittable projects (which typically come after a set of 2-3 lessons and pull together multiple concepts)\n - AP-style questions (following lessons 5, 10, 14, and 17), \n - practice performance tasks (lesson 18).\n\n- **Making your own assessments**\n - What types of assessments might you need to create or use on top of those provided in the curriculum? \n - What is your strategy for developing assessment opportunities that are consistent with the philosophy of the curriculum and activities? \n\nYou can type out your teaching practice plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how this practice will fit into your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n"
- 'Unit 5 Teaching Practice Plan: Balancing Teacher and Tools_markdown_instruction': "> **NOTE: before you start this task, make sure you’ve reviewed the resources in this module, and have a good sense of the connections to unit 5. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n\n# Unit 5 Teaching Practice Plan: Balancing Teacher and Tools\n\nFor this task, you’re going to develop and submit a Teaching Practice Plan, which details your general plan for managing technology throughout unit 4, as well as a specific plan for a computer-based lesson (which for unit 5, is almost every lesson).\n\nYour plan should be broken into two parts, and address the following: \n\n- General strategies that you’ll apply throughout unit 5\n - Throughout unit 4, what classroom and technology management techniques will you use to help students stay focused on the lesson tasks? \n\n- Strategies specific to a selected lesson\n - Which lesson are you discussing? \n - What is your plan for managing transitions between your instruction and students being in App Lab? *Note: your response should include specifics about the lesson*\n - How do you plan to introduce the lesson challenge as well as any new features or programming concepts that have been added to App Lab since the last lesson? *Note: your response should include specifics about the lesson*\n\n\nYou can type out your teaching practice plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how this practice will fit into your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n \n\n"
+ 'Unit 5 Teaching Practice Plan: Assessing Student Learning_markdown_instruction': "> **NOTE: before you start this task, make sure you’ve reviewed the resources in this module, and have a good sense of the connections to unit 5. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Unit 5 Teaching Practice Plan: Assessing Student Learning\n\nFor this task you’re going to develop and submit a Teaching Practice Plan, which details your plan for assessing student learning throughout unit 5. Your plan should address the following: \n\n- **Using what’s in the curriculum** How do you plan to use the assessment opportunities that have been provided in the curriculum? Your response should include how you plan to use:\n - code students write while learning about a concept (not the final projects that they build towards)\n - submittable projects (which typically come after a set of 2-3 lessons and pull together multiple concepts)\n - AP-style questions (following lessons 5, 10, 14, and 17), \n - practice performance tasks (lesson 18).\n\n- **Making your own assessments**\n - What types of assessments might you need to create or use on top of those provided in the curriculum? \n - What is your strategy for developing assessment opportunities that are consistent with the philosophy of the curriculum and activities? \n\nYou can type out your teaching practice plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how this practice will fit into your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n"
+ 'Unit 5 Teaching Practice Plan: Balancing Teacher and Tools_markdown_instruction': "> **NOTE: before you start this task, make sure you’ve reviewed the resources in this module, and have a good sense of the connections to unit 5. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n\n# Unit 5 Teaching Practice Plan: Balancing Teacher and Tools\n\nFor this task, you’re going to develop and submit a Teaching Practice Plan, which details your general plan for managing technology throughout unit 4, as well as a specific plan for a computer-based lesson (which for unit 5, is almost every lesson).\n\nYour plan should be broken into two parts, and address the following: \n\n- General strategies that you’ll apply throughout unit 5\n - Throughout unit 4, what classroom and technology management techniques will you use to help students stay focused on the lesson tasks? \n\n- Strategies specific to a selected lesson\n - Which lesson are you discussing? \n - What is your plan for managing transitions between your instruction and students being in App Lab? *Note: your response should include specifics about the lesson*\n - How do you plan to introduce the lesson challenge as well as any new features or programming concepts that have been added to App Lab since the last lesson? *Note: your response should include specifics about the lesson*\n\n\nYou can type out your teaching practice plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how this practice will fit into your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n \n\n"
'Unit 5 Teaching Practice Plan: Discovery Learning_markdown_instruction': "
\n> **NOTE: before you start this task, make sure you’ve reviewed the resources in this module, and have a good sense of the connections to unit 5. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Unit 5 Teaching Practice Plan: Discovery Learning\n\nFor this task, you’re going to develop and submit a Teaching Practice Plan, which details your plan for building and supporting a culture of discovery learning in your classroom throughout unit 5. Your plan should address the following: \n\n- How do you plan to balance your time frontloading content instruction with students’ time experimenting with new programming concepts introduced in the unit? \n- How do you plan to evaluate students' understanding of the programming concepts they're supposed to leran in the unit? \n\nYou can type out your teaching practice plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how this practice will fit into your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n\n\n"
'Unit 5 Teaching Practice Plan: Group Work and Peer Learning_markdown_instruction': "
\n\n> **NOTE: before you start this task, make sure you’ve reviewed the resources in this module, and have a good sense of the connections to unit 5. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n\n# Unit 5 Teaching Practice Plan: Group Work and Peer Learning\n\nFor this task, you’re going to develop and submit a Teaching Practice Plan, which details your plan for supporting group work throughout unit 5. Your plan should address the following things: \n\n- What is your plan for supporting students who are struggling to engage in group work, either because they prefer to work alone, or because they are having issues collaborating with their partner(s)?\n- How do you plan to help make sure all members of the team have a voice in their groups’ discussions?\n- How can you help students understand and appreciate the importance of learning through and from one another? \n- What recommendations will you give students about collaboration on their Create Performance Task? \n\nYou can type out your teaching practice plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how this practice will fit into your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n\n\n\n"
Using Accelerometer Events_markdown_instruction: "Today you’re going to learn how to use and create **functions**.\n\nCreating a function lets you make your own blocks! There are two parts to a function: \n\nMaking a newly named block that has all of the code you want to run inside of it. \n-xml of function definition- \n\nThe single green block itself that you use, or call, to run the function you created.\n-xml of function call-\n\nPrepare to get familiar with functions, learn how to edit them, and create your own!"
@@ -27073,9 +27073,9 @@ en:
First, we need napkins!
Choose your favorite shape:
- - Square (Easy)
- - Triangle (Medium)
- - Pentagon (Hard)
+ - Square (Easy)
+ - Triangle (Medium)
+ - Pentagon (Hard)
@@ -29220,10 +29220,10 @@ en:
---
You could:
- - Have the pirate and ninja work together to get points from the octopus
- - Have both octopuses follow the pirate, doing double damage to the ninja when they collide
- - Have each character disappear when touched by the ninja
- - Invent your own game!
+ - Have the pirate and ninja work together to get points from the octopus
+ - Have both octopuses follow the pirate, doing double damage to the ninja when they collide
+ - Have each character disappear when touched by the ninja
+ - Invent your own game!
courseD_scrat_ramp1_markdown_instruction: For this puzzle, snap all of the blocks together and click "Run" to watch it go!
courseD_scrat_ramp1_2018_markdown_instruction: For this puzzle, snap all of the blocks together and click "Run" to watch it go!
courseD_scrat_ramp2_markdown_instruction: Drag an extra `move forward` block out of the toolbox, then attach all blocks to `when run` to finish your code.
@@ -30434,20 +30434,20 @@ en:
csp1-dlp-q1_markdown_instruction: "
\n\n# Unit 1 - Question 1\n**NOTE:** Before you start this reflection, make sure you’ve reviewed the lessons in this unit and have a good sense of the connections between lessons. If you haven’t already reviewed the materials, do that now and come back to this reflection later.\n\nFor this reflection, you’re going to consider the prompt below and craft a written response that demonstrates your understanding of the lessons as well as how to address teacher concerns about the unit . We suggest you write your response in another text editor and copy it in here once you are ready to submit.\n\n> **Prompt:** How would you respond to a teacher who says, “I’m thinking about skipping Lesson 4? Some of my kids already know binary and I don’t want them to be bored”\n\n## Getting Credit for Completing this Reflection \n\n- Once you submit your reflection, your response to the prompt above will be shared anonymously and read by your peers, and you will read the work done by other facilitators. This give facilitators a chance to learn from each other.\n- Your submission will also be given to an expert reviewer. Expert reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering the reflection questions listed above. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit.\n- In order to get credit for completing this prompt, your expert review needs to say \"Yes\" responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to an instructor for review. You will always have a chance to address feedback from your reviewers and resubmit your reflections! Reviewer feedback will show up at the bottom of this page, once it’s available."
csp1-dlp-q2_markdown_instruction: "
\n\n# Unit 1 - Question 2\n**NOTE:** Before you start this reflection, make sure you’ve reviewed the lessons in this unit and have a good sense of the connections between lessons. If you haven’t already reviewed the materials, do that now and come back to this reflection later.\n\nFor this reflection, you’re going to consider the prompt below and craft a written response that demonstrates your understanding of the lessons as well as how to address teacher concerns about the unit . We suggest you write your response in another text editor and copy it in here once you are ready to submit.\n\n> **Prompt:** How would you respond to a teacher who says, “I always struggle to get access to computers at the beginning of the year. How should I approach the first unit, and especially the plugged lessons if my students don’t have access to computers yet?”\n\n## Getting Credit for Completing this Reflection \n\n- Once you submit your reflection, your response to the prompt above will be shared anonymously and read by your peers, and you will read the work done by other facilitators. This give facilitators a chance to learn from each other.\n- Your submission will also be given to an expert reviewer. Expert reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering the reflection questions listed above. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit.\n- In order to get credit for completing this prompt, your expert review needs to say \"Yes\" responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to an instructor for review. You will always have a chance to address feedback from your reviewers and resubmit your reflections! Reviewer feedback will show up at the bottom of this page, once it’s available."
csp1-dlp-q3_markdown_instruction: "
\n\n# Unit 1 - Question 3\n**NOTE:** Before you start this reflection, make sure you’ve reviewed the lessons in this unit and have a good sense of the connections between lessons. If you haven’t already reviewed the materials, do that now and come back to this reflection later.\n\nFor this reflection, you’re going to consider the prompt below and craft a written response that demonstrates your understanding of the lessons as well as how to address teacher concerns about the unit . We suggest you write your response in another text editor and copy it in here once you are ready to submit.\n\n> **Prompt:** How would you respond to a teacher who says, “My students seem to be having a lot of fun doing the lessons and using the internet simulator but it’s taking me forever to get through the material. How do I know when students have learned the content in a lesson so I can stop and move on to the next lesson?”\n\n## Getting Credit for Completing this Reflection \n\n- Once you submit your reflection, your response to the prompt above will be shared anonymously and read by your peers, and you will read the work done by other facilitators. This give facilitators a chance to learn from each other.\n- Your submission will also be given to an expert reviewer. Expert reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering the reflection questions listed above. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit.\n- In order to get credit for completing this prompt, your expert review needs to say \"Yes\" responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to an instructor for review. You will always have a chance to address feedback from your reviewers and resubmit your reflections! Reviewer feedback will show up at the bottom of this page, once it’s available."
- csp1dlp-assessment_markdown_instruction: "\n\n
\n\n> **NOTE: before you start this reflection, make sure you’ve reviewed the lesson in Unit 1, and have a good sense of the the role of assessment across the unit. If you haven’t already reviewed the materials, do that now and come back to this reflection later.**\n\n\n# Assessment in Unit 1\n\nFor this reflection, you’re going to consider each of the prompts below and craft a written response that demonstrates your understanding of the lessons in Unit 1. Your response should clearly address each of the items below: \n\n1. What’s the role of the practice Performance Task(s), or PTs, in the unit? \n - Which PTs are being practiced?\n - How does the practice PT build on what content and skills were developed during the unit? \n2. What summative and formative assessment opportunities are built into the unit? \n\n\n>## Getting Credit for Completing this Reflection \n\n>- Once you submit your reflection, your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other facilitators. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering the reflection questions listed above. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit.\n- In order to get credit for completing this prompt, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to an instructor for review. You will always have a chance to address feedback from your reviewers and resubmit your reflections! Reviewer feedback will show up at the bottom of this page, once it’s available. \n \n\n\n"
- csp1dlp-lessons_markdown_instruction: "
\n\n> **NOTE: before you start this reflection, make sure you’ve reviewed the lesson in Unit 1, and have a good sense of the connections between lessons. If you haven’t already reviewed the materials, do that now and come back to this reflection later.**\n\n\n# Unit 1 Lesson Connections and Philosophy\n\nFor this reflection, you’re going to consider each of the prompts below and craft a written response that demonstrates your understanding of the lessons in Unit 1. Your response should clearly address each of the items below: \n\n1. What skills and knowledge should students leave the unit with?\n - Which Big Idea(s) are students learning the most about? Where and how are those BI(s) addressed? \n - Which skills or Computational Practices are honed through the activities and projects? \n\n2. What is the connection between early lessons and later lessons?\n - How is the content spiraled or scaffolded within the unit? \n - What foundation is being laid early on and how is it leveraged throughout the unit? Why? \n - How would you respond to a teacher who says ‘what’s the point’ of lesson 4? \n\n3. Which lessons are particularly tricky to teach in this unit and why? \n\n>## Getting Credit for Completing this Reflection \n\n>- Once you submit your reflection, your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other facilitators. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering the reflection questions listed above. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit.\n- In order to get credit for completing this prompt, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to an instructor for review. You will always have a chance to address feedback from your reviewers and resubmit your reflections! Reviewer feedback will show up at the bottom of this page, once it’s available. \n \n\n\n"
+ csp1dlp-assessment_markdown_instruction: "\n\n
\n\n> **NOTE: before you start this reflection, make sure you’ve reviewed the lesson in Unit 1, and have a good sense of the the role of assessment across the unit. If you haven’t already reviewed the materials, do that now and come back to this reflection later.**\n\n\n# Assessment in Unit 1\n\nFor this reflection, you’re going to consider each of the prompts below and craft a written response that demonstrates your understanding of the lessons in Unit 1. Your response should clearly address each of the items below: \n\n1. What’s the role of the practice Performance Task(s), or PTs, in the unit? \n - Which PTs are being practiced?\n - How does the practice PT build on what content and skills were developed during the unit? \n2. What summative and formative assessment opportunities are built into the unit? \n\n\n>## Getting Credit for Completing this Reflection \n\n>- Once you submit your reflection, your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other facilitators. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering the reflection questions listed above. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit.\n- In order to get credit for completing this prompt, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to an instructor for review. You will always have a chance to address feedback from your reviewers and resubmit your reflections! Reviewer feedback will show up at the bottom of this page, once it’s available. \n \n\n\n"
+ csp1dlp-lessons_markdown_instruction: "
\n\n> **NOTE: before you start this reflection, make sure you’ve reviewed the lesson in Unit 1, and have a good sense of the connections between lessons. If you haven’t already reviewed the materials, do that now and come back to this reflection later.**\n\n\n# Unit 1 Lesson Connections and Philosophy\n\nFor this reflection, you’re going to consider each of the prompts below and craft a written response that demonstrates your understanding of the lessons in Unit 1. Your response should clearly address each of the items below: \n\n1. What skills and knowledge should students leave the unit with?\n - Which Big Idea(s) are students learning the most about? Where and how are those BI(s) addressed? \n - Which skills or Computational Practices are honed through the activities and projects? \n\n2. What is the connection between early lessons and later lessons?\n - How is the content spiraled or scaffolded within the unit? \n - What foundation is being laid early on and how is it leveraged throughout the unit? Why? \n - How would you respond to a teacher who says ‘what’s the point’ of lesson 4? \n\n3. Which lessons are particularly tricky to teach in this unit and why? \n\n>## Getting Credit for Completing this Reflection \n\n>- Once you submit your reflection, your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other facilitators. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering the reflection questions listed above. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit.\n- In order to get credit for completing this prompt, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to an instructor for review. You will always have a chance to address feedback from your reviewers and resubmit your reflections! Reviewer feedback will show up at the bottom of this page, once it’s available. \n \n\n\n"
csp1dlp-tools_markdown_instruction: "\n\n
\n\n> **NOTE: before you start this reflection, make sure you’ve reviewed the lesson in Unit 1, and have a good sense of the the role of tools in the lessons. If you haven’t already reviewed the materials, do that now and come back to this reflection later.**\n\n\n# Unit 1 Tool Philosophy and Use\n\nFor this reflection, you’re going to consider each of the prompts below and craft a written response that demonstrates your understanding of the lessons in Unit 1. Your response should clearly address each of the items below: \n\n- Why are we using the Internet Simulator rather than teaching without it? \n- In what ways is the Internet Simulator educational rather than professional? \n- What’s the philosophy of teaching with the Internet Simulator? \n- This is a very Internet Simulator heavy unit. What are strategies for dealing with students who are getting fatigued by the end of the unit? \n- Many classes have technology issues at the start of the year (computers are not ready yet, etc). How would you recommend a teacher approaches the first unit if she’s having issues with technology access?\n\n\n>## Getting Credit for Completing this Reflection \n\n>- Once you submit your reflection, your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other facilitators. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering the reflection questions listed above. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit.\n- In order to get credit for completing this prompt, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to an instructor for review. You will always have a chance to address feedback from your reviewers and resubmit your reflections! Reviewer feedback will show up at the bottom of this page, once it’s available. \n \n\n\n"
csp2-dlp-q1_markdown_instruction: "
\n\n# Unit 2 - Question 1\n**NOTE:** Before you start this reflection, make sure you’ve reviewed the lessons in this unit and have a good sense of the connections between lessons. If you haven’t already reviewed the materials, do that now and come back to this reflection later.\n\nFor this reflection, you’re going to consider the prompt below and craft a written response that demonstrates your understanding of the lessons as well as how to address teacher concerns about the unit . We suggest you write your response in another text editor and copy it in here once you are ready to submit.\n\n> **Prompt:** How would you respond to a teacher who says “I feel like my students have fun using the widgets in this unit but sometimes I’m worried this isn’t really connected to the AP test. How can I be sure students are actually learning what they need to know?”\n\n## Getting Credit for Completing this Reflection \n\n- Once you submit your reflection, your response to the prompt above will be shared anonymously and read by your peers, and you will read the work done by other facilitators. This give facilitators a chance to learn from each other.\n- Your submission will also be given to an expert reviewer. Expert reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering the reflection questions listed above. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit.\n- In order to get credit for completing this prompt, your expert review needs to say \"Yes\" responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to an instructor for review. You will always have a chance to address feedback from your reviewers and resubmit your reflections! Reviewer feedback will show up at the bottom of this page, once it’s available."
csp2-dlp-q2_markdown_instruction: "
\n\n# Unit 2 - Question 2\n**NOTE:** Before you start this reflection, make sure you’ve reviewed the lessons in this unit and have a good sense of the connections between lessons. If you haven’t already reviewed the materials, do that now and come back to this reflection later.\n\nFor this reflection, you’re going to consider the prompt below and craft a written response that demonstrates your understanding of the lessons as well as how to address teacher concerns about the unit . We suggest you write your response in another text editor and copy it in here once you are ready to submit.\n\n> **Prompt:** How would you respond to a teacher who asks “My students struggled with some of the research tasks in Lessons 5 and 6 of this unit. What do you recommend I do to help them prepare for AP exam?”\n\n## Getting Credit for Completing this Reflection \n\n- Once you submit your reflection, your response to the prompt above will be shared anonymously and read by your peers, and you will read the work done by other facilitators. This give facilitators a chance to learn from each other.\n- Your submission will also be given to an expert reviewer. Expert reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering the reflection questions listed above. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit.\n- In order to get credit for completing this prompt, your expert review needs to say \"Yes\" responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to an instructor for review. You will always have a chance to address feedback from your reviewers and resubmit your reflections! Reviewer feedback will show up at the bottom of this page, once it’s available."
csp2-dlp-q3_markdown_instruction: "
\n\n# Unit 2 - Question 3\n**NOTE:** Before you start this reflection, make sure you’ve reviewed the lessons in this unit and have a good sense of the connections between lessons. If you haven’t already reviewed the materials, do that now and come back to this reflection later.\n\nFor this reflection, you’re going to consider the prompt below and craft a written response that demonstrates your understanding of the lessons as well as how to address teacher concerns about the unit . We suggest you write your response in another text editor and copy it in here once you are ready to submit.\n\n> **Prompt:** How would you respond to a teacher who says, “I don’t plan to have my students take the AP exam. Should they still do the projects that are practice PTs?”\n\n## Getting Credit for Completing this Reflection \n\n- Once you submit your reflection, your response to the prompt above will be shared anonymously and read by your peers, and you will read the work done by other facilitators. This give facilitators a chance to learn from each other.\n- Your submission will also be given to an expert reviewer. Expert reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering the reflection questions listed above. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit.\n- In order to get credit for completing this prompt, your expert review needs to say \"Yes\" responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to an instructor for review. You will always have a chance to address feedback from your reviewers and resubmit your reflections! Reviewer feedback will show up at the bottom of this page, once it’s available."
- csp2dlp-assessment_markdown_instruction: "\n\n
\n\n> **NOTE: before you start this reflection, make sure you’ve reviewed the lesson in Unit 2, and have a good sense of the the role of assessment across the unit. If you haven’t already reviewed the materials, do that now and come back to this reflection later.**\n\n\n# Assessment in Unit 2 \n\nFor this reflection, you’re going to consider each of the prompts below and craft a written response that demonstrates your understanding of the lessons in Unit 2. Your response should clearly address each of the items below: \n\n1. What’s the role of the practice Performance Task(s), or PTs, in the unit? \n - How does the practice Explore PT build on what content and skills were developed during the unit? \n2. What summative and formative assessment opportunities are built into the unit? \n\n\n\n>## Getting Credit for Completing this Reflection \n\n>- Once you submit your reflection, your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other facilitators. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering the reflection questions listed above. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit.\n- In order to get credit for completing this prompt, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to an instructor for review. You will always have a chance to address feedback from your reviewers and resubmit your reflections! Reviewer feedback will show up at the bottom of this page, once it’s available. \n \n\n\n"
- csp2dlp-lessons_markdown_instruction: "
\n\n> **NOTE: before you start this reflection, make sure you’ve reviewed the lesson in Unit 2, and have a good sense of the connections between lessons. If you haven’t already reviewed the materials, do that now and come back to this reflection later.**\n\n\n# Unit 2 Lesson Connections and Philosophy\n\nFor this reflection, you’re going to consider each of the prompts below and craft a written response that demonstrates your understanding of the lessons in Unit 2. Your response should clearly address each of the items below:\n\n1. What skills and knowledge should students leave the unit with?\n - Which Learning Objectives (LOs) under the Big Idea of data are explored in the second chapter of unit 2? These data-related LOs are in the interest of preparing for the Explore Task. How would you explain the lens used to look at data in chapter 2 and the connection to the Explore Task?\n - Which skills or Computational Practices are honed through the activities and projects? \n2. What is the connection between early lessons and later lessons?\n - What connections or hooks into unit 1 that can be used to motivate early lessons in unit 2? \n - How would you described the connection between chapter 1 and chapter 2 to a teacher? \n - What foundation is being laid early on and how is it leveraged throughout the unit? Why? \n3. Which lessons are particularly tricky to teach in this unit and why? \n\n\n>## Getting Credit for Completing this Reflection \n\n>- Once you submit your reflection, your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other facilitators. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering the reflection questions listed above. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit.\n- In order to get credit for completing this prompt, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to an instructor for review. You will always have a chance to address feedback from your reviewers and resubmit your reflections! Reviewer feedback will show up at the bottom of this page, once it’s available. \n \n\n\n\n"
+ csp2dlp-assessment_markdown_instruction: "\n\n
\n\n> **NOTE: before you start this reflection, make sure you’ve reviewed the lesson in Unit 2, and have a good sense of the the role of assessment across the unit. If you haven’t already reviewed the materials, do that now and come back to this reflection later.**\n\n\n# Assessment in Unit 2 \n\nFor this reflection, you’re going to consider each of the prompts below and craft a written response that demonstrates your understanding of the lessons in Unit 2. Your response should clearly address each of the items below: \n\n1. What’s the role of the practice Performance Task(s), or PTs, in the unit? \n - How does the practice Explore PT build on what content and skills were developed during the unit? \n2. What summative and formative assessment opportunities are built into the unit? \n\n\n\n>## Getting Credit for Completing this Reflection \n\n>- Once you submit your reflection, your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other facilitators. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering the reflection questions listed above. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit.\n- In order to get credit for completing this prompt, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to an instructor for review. You will always have a chance to address feedback from your reviewers and resubmit your reflections! Reviewer feedback will show up at the bottom of this page, once it’s available. \n \n\n\n"
+ csp2dlp-lessons_markdown_instruction: "
\n\n> **NOTE: before you start this reflection, make sure you’ve reviewed the lesson in Unit 2, and have a good sense of the connections between lessons. If you haven’t already reviewed the materials, do that now and come back to this reflection later.**\n\n\n# Unit 2 Lesson Connections and Philosophy\n\nFor this reflection, you’re going to consider each of the prompts below and craft a written response that demonstrates your understanding of the lessons in Unit 2. Your response should clearly address each of the items below:\n\n1. What skills and knowledge should students leave the unit with?\n - Which Learning Objectives (LOs) under the Big Idea of data are explored in the second chapter of unit 2? These data-related LOs are in the interest of preparing for the Explore Task. How would you explain the lens used to look at data in chapter 2 and the connection to the Explore Task?\n - Which skills or Computational Practices are honed through the activities and projects? \n2. What is the connection between early lessons and later lessons?\n - What connections or hooks into unit 1 that can be used to motivate early lessons in unit 2? \n - How would you described the connection between chapter 1 and chapter 2 to a teacher? \n - What foundation is being laid early on and how is it leveraged throughout the unit? Why? \n3. Which lessons are particularly tricky to teach in this unit and why? \n\n\n>## Getting Credit for Completing this Reflection \n\n>- Once you submit your reflection, your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other facilitators. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering the reflection questions listed above. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit.\n- In order to get credit for completing this prompt, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to an instructor for review. You will always have a chance to address feedback from your reviewers and resubmit your reflections! Reviewer feedback will show up at the bottom of this page, once it’s available. \n \n\n\n\n"
csp2dlp-tools_markdown_instruction: "
\n\n> **NOTE: before you start this reflection, make sure you’ve reviewed the lesson in Unit 2, and have a good sense of the the role of tools in the lessons. If you haven’t already reviewed the materials, do that now and come back to this reflection later.**\n\n\n# Unit 2 Tool Philosophy and Use\n\nFor this reflection, you’re going to consider each of the prompts below and craft a written response that demonstrates your understanding of the lessons in Unit 2. Your response should clearly address each of the items below: \n\n- Why are we using whatever tools are present in the unit rather than teaching without them? \n- In what ways are the tools in the unit educational rather than professional? \n- What’s the philosophy of teaching with these tools? \n\n\n\n>## Getting Credit for Completing this Reflection \n\n>- Once you submit your reflection, your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other facilitators. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering the reflection questions listed above. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit.\n- In order to get credit for completing this prompt, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to an instructor for review. You will always have a chance to address feedback from your reviewers and resubmit your reflections! Reviewer feedback will show up at the bottom of this page, once it’s available. \n \n"
csp3-dlp-q1_markdown_instruction: "
\n\n# Unit 3 - Question 1\n**NOTE:** Before you start this reflection, make sure you’ve reviewed the lessons in this unit and have a good sense of the connections between lessons. If you haven’t already reviewed the materials, do that now and come back to this reflection later.\n\nFor this reflection, you’re going to consider the prompt below and craft a written response that demonstrates your understanding of the lessons as well as how to address teacher concerns about the unit . We suggest you write your response in another text editor and copy it in here once you are ready to submit.\n\n> **Prompt:** How would you respond to a teacher who says, “I really just want to get my kids on the computer and doing real programming is it ok to just skip lesson 1-3 and jump right into App Lab?\n\n## Getting Credit for Completing this Reflection \n\n- Once you submit your reflection, your response to the prompt above will be shared anonymously and read by your peers, and you will read the work done by other facilitators. This give facilitators a chance to learn from each other.\n- Your submission will also be given to an expert reviewer. Expert reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering the reflection questions listed above. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit.\n- In order to get credit for completing this prompt, your expert review needs to say \"Yes\" responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to an instructor for review. You will always have a chance to address feedback from your reviewers and resubmit your reflections! Reviewer feedback will show up at the bottom of this page, once it’s available."
csp3-dlp-q2_markdown_instruction: "
\n\n# Unit 3 - Question 2\n**NOTE:** Before you start this reflection, make sure you’ve reviewed the lessons in this unit and have a good sense of the connections between lessons. If you haven’t already reviewed the materials, do that now and come back to this reflection later.\n\nFor this reflection, you’re going to consider the prompt below and craft a written response that demonstrates your understanding of the lessons as well as how to address teacher concerns about the unit . We suggest you write your response in another text editor and copy it in here once you are ready to submit.\n\n> **Prompt:** How would you respond to a teacher who says, “I have students with a wide range of backgrounds with programming. How do I differentiate for those needs? What supports are in the curriculum?”\n\n## Getting Credit for Completing this Reflection \n\n- Once you submit your reflection, your response to the prompt above will be shared anonymously and read by your peers, and you will read the work done by other facilitators. This give facilitators a chance to learn from each other.\n- Your submission will also be given to an expert reviewer. Expert reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering the reflection questions listed above. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit.\n- In order to get credit for completing this prompt, your expert review needs to say \"Yes\" responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to an instructor for review. You will always have a chance to address feedback from your reviewers and resubmit your reflections! Reviewer feedback will show up at the bottom of this page, once it’s available."
csp3-dlp-q3_markdown_instruction: "
\n\n# Unit 3 - Question 3\n**NOTE:** Before you start this reflection, make sure you’ve reviewed the lessons in this unit and have a good sense of the connections between lessons. If you haven’t already reviewed the materials, do that now and come back to this reflection later.\n\nFor this reflection, you’re going to consider the prompt below and craft a written response that demonstrates your understanding of the lessons as well as how to address teacher concerns about the unit . We suggest you write your response in another text editor and copy it in here once you are ready to submit.\n\n> **Prompt:** How would you respond to a teacher who says, “I’m not sure what my role as the teacher is during plugged lessons. I feel like I just put them on the computer and wait for a question.”\n\n## Getting Credit for Completing this Reflection \n\n- Once you submit your reflection, your response to the prompt above will be shared anonymously and read by your peers, and you will read the work done by other facilitators. This give facilitators a chance to learn from each other.\n- Your submission will also be given to an expert reviewer. Expert reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering the reflection questions listed above. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit.\n- In order to get credit for completing this prompt, your expert review needs to say \"Yes\" responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to an instructor for review. You will always have a chance to address feedback from your reviewers and resubmit your reflections! Reviewer feedback will show up at the bottom of this page, once it’s available."
- csp3dlp-assessment_markdown_instruction: "\n\n
\n\n> **NOTE: before you start this reflection, make sure you’ve reviewed the lesson in Unit 3, and have a good sense of the the role of assessment across the unit. If you haven’t already reviewed the materials, do that now and come back to this reflection later.**\n\n\n# Assessment in Unit 3 \n\nFor this reflection, you’re going to consider each of the prompts below and craft a written response that demonstrates your understanding of the lessons in Unit 3. Your response should clearly address each of the items below: \n\n1. What’s the role of the practice Performance Task(s), or PTs, in the unit? \n - How does the practice Create PT build on what content and skills were developed during the unit? \n2. What summative and formative assessment opportunities are built into the unit? \n\n\n\n\n>## Getting Credit for Completing this Reflection \n\n>- Once you submit your reflection, your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other facilitators. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering the reflection questions listed above. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit.\n- In order to get credit for completing this prompt, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to an instructor for review. You will always have a chance to address feedback from your reviewers and resubmit your reflections! Reviewer feedback will show up at the bottom of this page, once it’s available. \n \n\n\n"
- csp3dlp-lessons_markdown_instruction: "
\n\n> **NOTE: before you start this reflection, make sure you’ve reviewed the lesson in Unit 3, and have a good sense of the connections between lessons. If you haven’t already reviewed the materials, do that now and come back to this reflection later.**\n\n\n# Unit 3 Lesson Connections and Philosophy\n\nFor this reflection, you’re going to consider each of the prompts below and craft a written response that demonstrates your understanding of the lessons in Unit 3. Your response should clearly address each of the items below: \n\n1. What skills and knowledge should students leave the unit with?\n - Which Big Idea(s) are students learning the most about? Where and how are those BI(s) addressed? \n - Which skills or Computational Practices are honed through the activities and projects? \n2. What is the connection between early lessons and later lessons?\n - How is the content spiraled or scaffolded within the unit? \n - How would you respond to a teacher who says ‘what’s the point’ of lessons 1 - 3? \n - Unit 3 starts with sequencing, functions, and functions with parameters, which is not a typical way of starting a unit on programming (many lead with variables, for example). What are some of the potential reasons and benefits of doing it this way?\n - What foundation is being laid early on and how is it leveraged throughout the unit? Why? \n - Which lessons are particularly tricky to teach in this unit and why? \n3. How would you recommend a teacher differentiate instruction in this unit if her students had a wide range of background with programming?\n\n\n>## Getting Credit for Completing this Reflection \n\n>- Once you submit your reflection, your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other facilitators. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering the reflection questions listed above. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit.\n- In order to get credit for completing this prompt, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to an instructor for review. You will always have a chance to address feedback from your reviewers and resubmit your reflections! Reviewer feedback will show up at the bottom of this page, once it’s available. \n \n\n\n"
+ csp3dlp-assessment_markdown_instruction: "\n\n
\n\n> **NOTE: before you start this reflection, make sure you’ve reviewed the lesson in Unit 3, and have a good sense of the the role of assessment across the unit. If you haven’t already reviewed the materials, do that now and come back to this reflection later.**\n\n\n# Assessment in Unit 3 \n\nFor this reflection, you’re going to consider each of the prompts below and craft a written response that demonstrates your understanding of the lessons in Unit 3. Your response should clearly address each of the items below: \n\n1. What’s the role of the practice Performance Task(s), or PTs, in the unit? \n - How does the practice Create PT build on what content and skills were developed during the unit? \n2. What summative and formative assessment opportunities are built into the unit? \n\n\n\n\n>## Getting Credit for Completing this Reflection \n\n>- Once you submit your reflection, your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other facilitators. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering the reflection questions listed above. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit.\n- In order to get credit for completing this prompt, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to an instructor for review. You will always have a chance to address feedback from your reviewers and resubmit your reflections! Reviewer feedback will show up at the bottom of this page, once it’s available. \n \n\n\n"
+ csp3dlp-lessons_markdown_instruction: "
\n\n> **NOTE: before you start this reflection, make sure you’ve reviewed the lesson in Unit 3, and have a good sense of the connections between lessons. If you haven’t already reviewed the materials, do that now and come back to this reflection later.**\n\n\n# Unit 3 Lesson Connections and Philosophy\n\nFor this reflection, you’re going to consider each of the prompts below and craft a written response that demonstrates your understanding of the lessons in Unit 3. Your response should clearly address each of the items below: \n\n1. What skills and knowledge should students leave the unit with?\n - Which Big Idea(s) are students learning the most about? Where and how are those BI(s) addressed? \n - Which skills or Computational Practices are honed through the activities and projects? \n2. What is the connection between early lessons and later lessons?\n - How is the content spiraled or scaffolded within the unit? \n - How would you respond to a teacher who says ‘what’s the point’ of lessons 1 - 3? \n - Unit 3 starts with sequencing, functions, and functions with parameters, which is not a typical way of starting a unit on programming (many lead with variables, for example). What are some of the potential reasons and benefits of doing it this way?\n - What foundation is being laid early on and how is it leveraged throughout the unit? Why? \n - Which lessons are particularly tricky to teach in this unit and why? \n3. How would you recommend a teacher differentiate instruction in this unit if her students had a wide range of background with programming?\n\n\n>## Getting Credit for Completing this Reflection \n\n>- Once you submit your reflection, your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other facilitators. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering the reflection questions listed above. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit.\n- In order to get credit for completing this prompt, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to an instructor for review. You will always have a chance to address feedback from your reviewers and resubmit your reflections! Reviewer feedback will show up at the bottom of this page, once it’s available. \n \n\n\n"
csp3dlp-tools_markdown_instruction: "\n
\n\n> **NOTE: before you start this reflection, make sure you’ve reviewed the lesson in Unit 3, and have a good sense of the the role of tools in the lessons. If you haven’t already reviewed the materials, do that now and come back to this reflection later.**\n\n\n# Unit 3 Tool Philosophy and Use\n\nFor this reflection, you’re going to consider each of the prompts below and craft a written response that demonstrates your understanding of the lessons in Unit 3. Your response should clearly address each of the items below:\n\n- Why are we using Applab in Code Studio rather than teaching with another tool? \n- In what ways is Applab educational rather than professional? \n- What’s the role of the teacher in this unit, where much of the cs content is embedded in the levels?\n\n\n>## Getting Credit for Completing this Reflection \n\n>- Once you submit your reflection, your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other facilitators. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering the reflection questions listed above. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit.\n- In order to get credit for completing this prompt, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to an instructor for review. You will always have a chance to address feedback from your reviewers and resubmit your reflections! Reviewer feedback will show up at the bottom of this page, once it’s available. \n \n"
csp4-dlp-q1_markdown_instruction: "
\n\n# Unit 4 - Question 1\n**NOTE:** Before you start this reflection, make sure you’ve reviewed the lessons in this unit and have a good sense of the connections between lessons. If you haven’t already reviewed the materials, do that now and come back to this reflection later.\n\nFor this reflection, you’re going to consider the prompt below and craft a written response that demonstrates your understanding of the lessons as well as how to address teacher concerns about the unit . We suggest you write your response in another text editor and copy it in here once you are ready to submit.\n\n> **Prompt:** How would you respond to a teacher who says, “What recommendations do you have about the optional lessons in this unit?”\n\n## Getting Credit for Completing this Reflection \n\n- Once you submit your reflection, your response to the prompt above will be shared anonymously and read by your peers, and you will read the work done by other facilitators. This give facilitators a chance to learn from each other.\n- Your submission will also be given to an expert reviewer. Expert reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering the reflection questions listed above. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit.\n- In order to get credit for completing this prompt, your expert review needs to say \"Yes\" responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to an instructor for review. You will always have a chance to address feedback from your reviewers and resubmit your reflections! Reviewer feedback will show up at the bottom of this page, once it’s available."
csp4-dlp-q2_markdown_instruction: "
\n\n# Unit 4 - Question 2\n**NOTE:** Before you start this reflection, make sure you’ve reviewed the lessons in this unit and have a good sense of the connections between lessons. If you haven’t already reviewed the materials, do that now and come back to this reflection later.\n\nFor this reflection, you’re going to consider the prompt below and craft a written response that demonstrates your understanding of the lessons as well as how to address teacher concerns about the unit . We suggest you write your response in another text editor and copy it in here once you are ready to submit.\n\n> **Prompt:** How would you respond to a teacher who asks “Is this unit mostly about the Explore PT? After looking at the Explore PT Prep unit I think I could just skip right to that and they’d be able to complete the Explore PT without doing Unit 4.”\n\n## Getting Credit for Completing this Reflection \n\n- Once you submit your reflection, your response to the prompt above will be shared anonymously and read by your peers, and you will read the work done by other facilitators. This give facilitators a chance to learn from each other.\n- Your submission will also be given to an expert reviewer. Expert reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering the reflection questions listed above. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit.\n- In order to get credit for completing this prompt, your expert review needs to say \"Yes\" responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to an instructor for review. You will always have a chance to address feedback from your reviewers and resubmit your reflections! Reviewer feedback will show up at the bottom of this page, once it’s available."
@@ -31834,7 +31834,7 @@ en:
# Day 3: Morning Prep
What did you notice about how the lead facilitators prepared this morning? What were the top priorities on their mind for the day?
- multi-lesson Teaching and Student Support Plan_markdown_instruction: "
\n> **NOTE: before you start this task, make sure you’ve reviewed the lesson resources in this module, and have a good sense of how the lesson works. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Teaching and Student Support Plan\n\n## Task Description\n\nNow that you have a better sense of this lessons in this sequence, let’s think about the types of supports students will need in order to be successful. Since the curriculum is based on inquiry learning, lessons feature activities that engage students in discovering core concepts themselves. It’s important to think through implementation plans and student support. In this task you will make a plan for teaching and student support **for one of the lessons in this sequence** that takes into account differentiation strategies and make-up work for absent students. Your teaching and student support plan should cover the following: \n\n\n- **Which lesson in the sequence are you discussing?** \n\n- **Details on how you will implement and differentiate the lesson:**\n\n - An outline of any changes you will need to make to the lesson to fit your local constraints or context (for example: pacing and time, dealing with classroom setup, etc). \n - An overview of the types of student needs you’ll likely need to support in your classroom (for example: students who are struggling to understand the underlying concept; students who are already familiar with the concept, but still have room to learn more; etc)\n - Your plan for addressing each of the needs outlined above (for example: integrating extension activities or other materials for students who already know something about the topic)\n - How will you address or emphasize the connection between lessons in this sequence? \n\n
\n- **Plan for catching up absent students:**\n\n - How will absent students catch up on activities they missed? \n - How will you use the fact that the lessons in this sequence are related and build on one another to address make-up work? \n\nYou can type out your teaching and student support plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how the lesson will play out in your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n
"
+ multi-lesson Teaching and Student Support Plan_markdown_instruction: "
\n> **NOTE: before you start this task, make sure you’ve reviewed the lesson resources in this module, and have a good sense of how the lesson works. If you haven’t already reviewed the materials, do that now and come back to this task later.**\n\n# Teaching and Student Support Plan\n\n## Task Description\n\nNow that you have a better sense of this lessons in this sequence, let’s think about the types of supports students will need in order to be successful. Since the curriculum is based on inquiry learning, lessons feature activities that engage students in discovering core concepts themselves. It’s important to think through implementation plans and student support. In this task you will make a plan for teaching and student support **for one of the lessons in this sequence** that takes into account differentiation strategies and make-up work for absent students. Your teaching and student support plan should cover the following: \n\n\n- **Which lesson in the sequence are you discussing?** \n\n- **Details on how you will implement and differentiate the lesson:**\n\n - An outline of any changes you will need to make to the lesson to fit your local constraints or context (for example: pacing and time, dealing with classroom setup, etc). \n - An overview of the types of student needs you’ll likely need to support in your classroom (for example: students who are struggling to understand the underlying concept; students who are already familiar with the concept, but still have room to learn more; etc)\n - Your plan for addressing each of the needs outlined above (for example: integrating extension activities or other materials for students who already know something about the topic)\n - How will you address or emphasize the connection between lessons in this sequence? \n\n
\n- **Plan for catching up absent students:**\n\n - How will absent students catch up on activities they missed? \n - How will you use the fact that the lessons in this sequence are related and build on one another to address make-up work? \n\nYou can type out your teaching and student support plan in the box below, or you can upload a word doc or pdf file. \n\n## Getting Credit for Completing this Task\n\n#### Task Review Details\n\nIf this module is listed as your “focus area”, then your response to the prompt above will be shared anonymously and reviewed by your peers, and you will review the work done by other teachers. Reviewers will be looking for thoughtful and thorough answers that demonstrate that you have spent time considering how the lesson will play out in your own classroom. Reviewers will have an opportunity to give feedback on your submission, and you can respond to that feedback and resubmit. \n\nIn order to get credit for completing this task, two reviewers need to agree that you have responded to the prompts fully. If reviewers don’t feel comfortable making a decision about your task submission, they can elevate to a facilitator to review. You will always have a chance to address feedback from your reviewers and resubmit your task! Reviewer feedback will show up at the bottom of this page, once it’s available. \n\n
"
name 'CSD U3 Keypress Boolean Predict'_markdown_instruction: |-
# Make a Prediction: keyDown()
The `keyDown()` block is the first of a new set of blocks that will let us get input from the user. This is the first step on our road to actually making games! See if you can figure out how the `keyDown()` block works.
![](\"https://images.code.org/25d4dfc9b6c448d0da305df66aa1dfb7-image-1473444368948.05.32)